phikeia educator facilitation guide - phi delta · pdf filethe history of phi delta theta...

PHIKEIA EDUCATOR

FACILITATION GUIDE

PHIKEIA EDUCATION FACILITATOR GUIDE

TABLE OF CONTENTS

PHIKEIA EDUCATOR OVERVIEW • Welcome to being a Phikeia Educator • About the new Phikeia Education Program • Phirst60

THE HISTORY OF PHI DELTA THETA • Module Introduction and Information ............................................ History of Phi Delta Theta | Page 1 • Discussions and Activities ................................................................................................................ 2 • Phikeia Business .............................................................................................................................. 6 • Suggested Song Lesson .................................................................................................................. 6 • Phikeia Educator Reminders for Next Meeting ................................................................................. 6 • Additional/Suggested Activities ........................................................................................................ 7

FAMOUS PHIS • Module Introduction and Information ................................................................ Famous Phis | Page 1 • Discussions and Activities ................................................................................................................ 2 • Phikeia Business .............................................................................................................................. 5 • Suggested Song Lesson .................................................................................................................. 5 • Phikeia Educator Reminders for Next Meeting ................................................................................. 5 • Additional/Suggested Activities ........................................................................................................ 5

INTERFRATERNALISM • Module Introduction and Information ........................................................... Interfraternalism | Page 1 • Discussions and Activities ................................................................................................................ 2 • Phikeia Business .............................................................................................................................. 4 • Suggested Song Lesson .................................................................................................................. 4 • Phikeia Educator Reminders for Next Meeting ................................................................................. 5 • Additional/Suggested Activities ........................................................................................................ 5

FRIENDSHIP • Module Introduction and Information .................................................................... Friendship | Page 1 • Discussions and Activities ................................................................................................................ 2 • Phikeia Business .............................................................................................................................. 5 • Suggested Song Lesson .................................................................................................................. 5 • Phikeia Educator Reminders for Next Meeting ................................................................................. 5 • Additional/Suggested Activities ........................................................................................................ 6

SOUND LEARNING • Module Introduction and Information ........................................................... Sound Learning | Page 1 • Discussions and Activities ................................................................................................................ 2 • Phikeia Business .............................................................................................................................. 5 • Suggested Song Lesson .................................................................................................................. 5 • Phikeia Educator Reminders for Next Meeting ................................................................................. 5 • Additional/Suggested Activities ........................................................................................................ 6

RECTITUDE • Module Introduction and Information ..................................................................... Rectitude | Page 1 • Discussions and Activities ................................................................................................................ 2 • Phikeia Business .............................................................................................................................. 5 • Suggested Song Lesson .................................................................................................................. 6 • Assignments and Reminders ........................................................................................................... 6 • Additional/Suggested Activities ........................................................................................................ 6

RESOURCES APPENDIX • Brotherhood Initiatives and Group Builders ...................................................................... Appendix | i • Active Learning Techniques ........................................................................................................... xix • Top 10 Science of Learning ............................................................................................................ xx • Toward a Definition of Brotherhood ……………………………………………………………………….xxi • Defining Service ........................................................................................................................... xxiv • Ethics: How Do We Make Decisions ............................................................................................. xxv • Expanded Values Card Sort ......................................................................................................... xxvi • Leadership Compass ................................................................................................................... xxix • Values Clarification .................................................................................................................... xxxvii • Academic, Co-Curricular, & Personal Development Plan ............................................................xxxix • Phi Delt Trivia Night ...................................................................................................................... xliii • Sample Phikeia Educator Letter to Parents ................................................................................... xlvi • Sample Big Brother Letter to Parents ........................................................................................... xlvii • Sample Phikeia Retreat .................................................................................................................... li

WELCOME PHIKEIA EDUCATOR!

You have been elected to perhaps the most important position of your Chapter. Your job is to prepare the next generation of Phis for initiation and for future leadership in your Chapter. On behalf of the General Council and General Headquarters, we’d like to thank you for your level of dedication and service in accepting this role.

In this packet, you will find all the materials needed to lead and facilitate the enhanced in-person Phikeia Experience that takes place after they complete an online module. Discussion questions, group builders, processing activities, and a host of resources are provided to you that will all complement the information the Phikeias will review online. In addition there are a number of places to incorporate your own Chapter information and content, as well as customizing activities and brotherhood initiatives.

We hope you will find this resource helpful in your role as a Phikeia Educator.

PHIKEIA EDUCATION 2020 As part of the Phi Delt 2020 strategic plan for the Fraternity, a task force was created to investigate the opportunity to create a cutting edge and impactful Phikeia Education program. The goal of this new program would be to increase the level of learning that occurs during Phikeia Education, and to provide engaging, standardized content that will form the basis for all Chapter Phikeia Programs. As a result, Phikeias across North America learn the exact same information about the Fraternity, in addition to their own Chapter-specific content.

The result of the Task Force’s research was Phikeia Education 2020: a hybrid program that combines the best practices of mobile and online learning with an enhanced in-person facilitation experience.

PHIKEIA EDUCATION 2020 VISION STATEMENT: “To be the premier new member development experience in the Fraternity Community so as to cultivate the dedication, connection, and drive to become the greatest version of oneself.”

WHAT WE WILL ACCOMPLISH: Phikeia Education 2020 will provide a landmark supplemental resource to Chapters that members and Phikeia will want to use. It will also ensure that all Phikeia will learn the essential facts of membership in Phi Delta Theta. This new program will not only decrease the burden of Phikeia Education on the Chapter, but it will allow the Chapters to focus more on Chapter history, relationship building, Chapter Operations, and Chapter/Campus Involvement.

The new resource will not only increase the level of education and appreciation for Phi Delta Theta for your Phikeias, but it will also provide Chapters with a competitive edge on their campus. New members will be able to complete online modules on computers, tablets, and even phones. If you have an internet connection, you’ll be able to complete the program. In addition, Phikeia Educators will be able to run reports to check on Phikeia progress, test results, and more.

PHIRST 60:

Research on college students has confirmed that the first 60 days of a semester are crucial to a student’s success, engagement, and retention (Levitz & Noel, 1989). Thus, Phirst 60 is an initiative where Phikeia Educators can share with Phikeia what they are expected to learn within their first 60 days involved with Phi Delta Theta. Things that Phikeia are expected to learn are threaded throughout this facilitator’s guide. Additionally, the initiative provides critical topic areas that help our Phikeias successfully transition into the modern day collegiate environment. These topic areas include: Bystander Intervention Education, Mental Health Resources, Active Learning Strategies, and First-Year Student Transition. These education initiatives are facilitated by you, the trained Phikeia Educator and your Education Board as well as guest speakers that you invite to engage with your Phikeias throughout their experience. Being exposed to the Phirst 60 Days Initiative will provide our Phikeias with necessary knowledge and awareness to serve as informed campus leaders, willing to aid and assist their peers in a positive and proactive manner. Throughout this facilitator’s guide, look at activities marked with a “(P60)” as that indicates an activity that is recommended as part of this initiative.

THE HISTORY OF

PHI DELTA THETA

HISTORY MODULE | 1

THE HISTORY OF PHI DELTA THETA THINGS NEEDED TO BE ARRANGED/PLANNED PRIOR TO MEETING: Review the content for The History of Phi Delta Theta Module and ensure that everything is planned

for, including having all the materials prepared. Additionally, take a look at the Brotherhood Initiatives and Additional Suggested Activities and make sure to prepare materials or plan the activities of your choice accordingly.

MATERIALS NEEDED FOR THE PHIKEIA EDUCATOR: Phikeia Manual Chart Paper or Dry Erase Board Markers Additional materials (if necessary) for selected Brotherhood Initiatives (see appendix) and/or selected

Additional Suggested Activities

MATERIALS FOR PHIKEIA TO BRING WITH THEM TO THE MEETING: Phikeia Manual

LEARNING OBJECTIVES OF MEETING: By the end of this meeting, Phikeias will be able to…

Identify unique facts about their Phikeia brothers Explain what they believe “Becoming the Greatest Version of Yourself” means Identify significant events/dates related to the history of Phi Delta Theta as a fraternity Identify chapter specific facts and history Understand expectations for the Phikeias set by both the Phikeias and the chapter

FOR REFERENCE: Phikeia Manual: Chapter 4- “The History of Phi Delta Theta” Chapter 5- “The Organization”

SUGGESTED MEETING OVERVIEW: Time Allotted Activity

10 minutes Phikeia Oath and Brotherhood Initiatives (Team Builders, Energizers, Leadership Development Exercises)

5 minutes Becoming the “Greatest Version of Yourself”

15 minutes History of Phi Delta Theta 15 minutes Understanding Your Chapter History 15 minutes Phikeia Class Expectations 20 minutes Phikeia Business 10 minutes Suggested Song Lesson: Warrior Greeks of

Old 5 minutes Assignments/Reminders Before Next

Phikeia Meeting Approximate Total Time: 95 Minutes

HISTORY MODULE | 2

PHIKEIA OATH AND BROTHERHOOD INITIATIVES (Team Builders, Energizers, Leadership Development Exercises) - 10 minutes

Facilitator Note:

Each Phikeia meeting should begin with the Phikeias reading the Phikeia Oath followed by the Phikeia Educator or members of the Phikeia Education Board facilitating brotherhood initiatives (including team builders, energizers, and or other leadership development initiatives). The purpose of these exercises is to assist the process of the Phikeias getting to know each other during the Phikeia Education program, as well as for the Phikeias to develop trust and brotherhood within the group. See appendix for suggestions to select from.

BECOMING THE “GREATEST VERSION OF YOURSELF”-5 MINUTES

Facilitator Note:

The following discussion provides Phikeias with the opportunity to briefly process the concept of the fraternity allowing college men to become the “Greatest Version of Yourself” prior to discussing the history of the fraternity. If time and interest allows, feel free to show the Phikeias the Phi Delta Theta “Become the Greatest Version of Yourself” branding video (http://www.youtube.com/watch?v=eOZfGZOrENA) to refresh their memory from the online portion of the module.

Materials (if necessary)

Processing/Discussion Questions (select from the following): • As you watched the Phi Delta Theta video, what were you

thinking? • What do you think it means to “become the greatest version of

yourself?” • What does “becoming the greatest version of yourself” mean to

each of you individually? • How does Phi Delta Theta provide a structure for you to “become

the greatest version of yourself” both as a group and as individuals?

• With what you know about the fraternity thus far, in what specific ways can you see Phi Delta Theta helping you to “become the greatest version of yourself?”

HISTORY OF PHI DELTA THETA- 15 MINUTES

Facilitator Note:

The following discussion provides Phikeias with the opportunity to process the content related to the history of Phi Delta Theta. Begin the discussion by checking in on the online modules and the system, then ask the following questions. Finally, allow some time for Phikeias to ask any questions they may have about the history of the fraternity (see last question listed below).

http://www.youtube.com/watch?v=eOZfGZOrENA

HISTORY MODULE | 3


Processing/Discussion Questions (select from the following): • Begin by checking-in on the online module and system. Did anyone have

any trouble logging into the system? Did you have any difficulties with it? (Please note: please keep note of any issues the Phikeias may have had with the system so you can either receive assistance or provide them with the assistance they need.

• As you learned about the history of Phi Delta Theta, what stood out to you? Did anything surprise you?

• Why do you think Robert Morrison’s idea of forming a college brotherhood was appealing to the other founders?

• What void/need did founding Phi Delta Theta fill for these men at the time of founding? What void/need does Phi Delta Theta fill today?

• Based off of what you have learned, what do you believe were the values Phi Delta Theta was founded upon?

• As you learned about the fraternity’s growth over the years, what stood out to you? Did anything surprise you?

• What were some things that Phi Delt was the first fraternity to do, according to the video you watched online? Note: The following Phi Delt Firsts” were listed in the video: The first fraternity to have a new member manual, new member pin, alumnus recognition pin, a Fraternity newsletter: The Scroll, and the first to recognize a fraternity-wide day of celebration, now known as Founders Day (which is celebrated on March 15, Robert Morrison’s Birthday), the first Fraternity to expand west of the Mississippi river, to have a traveling secretary (now known as a Leadership Consultant) the first and only Fraternity to this day to have a recognized, professional sports award (The Lou Gehrig Award in the Baseball Hall of Fame), and in 2000, Phi Delta Theta became the first Fraternity to adopt an alcohol-free policy for all fraternity-affiliated property on college campuses, without exception.

• As you have been introduced to Phi Delta Theta’s history, what questions do you have? What are you hoping to learn more about?

• How is understanding the history of Phi Delta Theta significant to your role as a Phikeia today?

• Knowing what you know now about the history of our organization, what do you believe your role is as a Phikeia? What is our role as a chapter?

• What questions do you have at this point related to the history of our fraternity?

UNDERSTANDING YOUR CHAPTER HISTORY – 15 MINUTES

Facilitator Note:

After processing and discussing the history of Phi Delta Theta as an organization, take some time to begin sharing information with the Phikeias regarding the history of your specific chapter. This information should include (at the minimum) at least 5-10 unique historical facts about your chapter (for example: chapter founding/installation (or re-founding), number of men initiated, facility history (if chapter has a facility), etc.) See below for several options for how to go about doing this. Additionally, feel free to ask any of the discussion/processing questions below related to your specific chapter history.

HISTORY MODULE | 4


Options or suggestions for sharing/discussing Chapter History:

• Invite the chapter Historian to come speak to the Phikeias regarding his duties for the fraternity and give a brief presentation about the history of your specific chapter.

• Facilitate a mini-lecture on chapter specific history. • Pair up Phikeias and provide them each with a unique fact about the

history of your specific chapter; have them read and discuss, then share with the rest of the group (this takes preparation in listing out and printing out chapter specific facts).

• Invite an alumnus to share brief information regarding chapter history. • Pull out historical documents from your specific chapter (including photos,

awards, documents, etc.) for the Phikeias to look through and share the significance of some of these items for the Phikeias.

Processing/Discussion Questions (select from the following):

• As you learned about you own chapter history, what stood out to you? • What void/need do you think Phi Delta Theta fills at (enter campus name

here)? • Why do you believe it is important to learn about our own chapter history

as well as Phi Delta Theta history as a whole? • As you learned about our chapter history, what questions do you still

have? What would you like to know more about?

ACTIVITY: PHIKEIA CLASS EXPECTATIONS-15 MINUTES

Facilitator Note:

Setting expectations is incredibly important to any group at the beginning of the group forming experience. Beyond setting initial expectations it is important that expectations are memorable, revisited frequently, and consistently upheld. Beyond the expectations of the Phikeia program you have already set forth in a previous meeting, it is important for Phikeia to set their own expectations with reference to reflecting on what they have learned regarding the history of the fraternity.

Materials (if necessary) Phikeia Class Expectations

Markers

Instructions: • Using large chart paper (or some other visual-aid), have the Phikeias construct

expectations by completing the following statement: “Honoring the history of Phi Delta Theta we will…”

• The following types of expectations can be listed: o Expectations of selves as Phikeias and what they want to get out of

this experience. o Expectations of active members of the chapter from the Phikeia

perspective. o Expectations of the Phikeia Education Board from the Phikeias.

• Remind the Phikeias that these expectations should be developed based off of how they will honor the fraternity considering all they have learned so far.

• Once the expectations have been listed on the chart paper, have the Phikeias go through and read them aloud.

• At the end of this activity, revisit the expectations of the Phikeia Educator and Phikeia Education Board from previous weeks and see how they align with what the Phikeias have come up with.

• Keep the listed expectations and type them up for a future meeting.

HISTORY MODULE | 5

Techniques for Facilitation:

• Break Phikeias into groups and have them brainstorm expectations first in small groups, and then have them share expectations with the large group.

• Have Phikeias list expectations individually and have them share/brainstorm with the large group.

• Upon the development of the expectations, have the Phikeias relate the determined expectations to how each expectation honors the history of the fraternity. (for example, when they state the expectations, feel free to ask them the following questions to tie back to history):

o How does that expectation honor the history of the fraternity? o How does that expectation relate to the vision our founders had for our

fraternity? • Upon the development of the expectations, ensure that everyone is in

agreement that they can commit to striving to achieve the stated expectations to honor the history of the fraternity using the processing questions below.

• Revisit any previously shared expectations for Phikeias and provide meaning as to why those expectations are in place and how they help to honor the history of the fraternity and your respective chapter.

• Have the Phikeia turn to page 6 in the Phikeia manual and show them the Phikeia oath. Let them know that they will be discussing the Phikeia oath related to expectations in future meetings.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions):

• Do you believe that you can agree to commit to meeting these expectations? • How do these expectations honor the history of our fraternity overall? • How will you all, as Phikeias, hold yourselves accountable for these

expectations? • How do you hold each other accountable for these expectations? • How should the Phikeia Educator or Phikeia Education Board hold you

accountable to these expectations? • How do you know when you are meeting these expectations either as a group

or individually? • How do you know when you are not meeting these expectations either as a

group or individually?

PHIKEIA BUSINESS- 20 MINUTES

Facilitator Note:

Phikeia business is a time reserved for chapter-related business each week including information about upcoming events, etc.

Suggestions for additional things to be done during this week include:

• Introduction of CAB Chair and Chapter President • No Hazing Policy explained by Risk Management Chairman • Complete Post-Recruitment Survey (if applicable) • Collect biographical information to input into Chapter Desktop • Introduce Phikeia Officers for elections • Education and Initiation requirements and expectations

HISTORY MODULE | 6

SUGGESTED SONG LESSON: WARRIOR GREEKS OF OLD (PHIKEIA MANUAL)

Facilitator Note:

Each week, time should be reserved for the Phikeias to learn a new song. Mp3 versions of the songs can be found by visiting: www.phideltatheta.org/content/view/146/, and scrolling down (on the lower right side of the page).

ASSIGNMENTS/REMINDERS BEFORE NEXT PHIKEIA MEETING FOR PHIKEIA: Complete Next Module Read Phikeia Manual chapters associated with next module Any other additional reminders for the week.

ADJOURN

REMINDERS FOR THE NEXT MEETING FOR THE PHIKEIA EDUCATOR: • Review the content and activities for next selected module and ensure that everything is planned for.

Additionally, take a look at the Additional Suggested Activities for the next selected module and, if interested in facilitating one of those activities, make sure to prepare materials or plan for the activity accordingly.

HISTORY OF PHI DELTA THETA ADDITIONAL SUGGESTED ACTIVITIES- TIME VARIES

Facilitator Note:

The following suggested activities provide additional options for the Phikeia Educator or Phikeia Education Board to do during the meeting, at another point during the week with the Phikeias, or to assign at some point during the Phikeia Education period.

Materials (if necessary) History of Phi Delta Theta Timeline-25 minutes

Markers

Instructions: • Take a large piece of chart paper and draw a line horizontally on the

paper (similarly to a timeline). • On another sheet of chart paper, have the Phikeias list off aloud what

they believe are the most important events in Phi Delta Theta history (they can use their manuals or other resources they have to do this).

• Once they have brainstormed a list of what they believe are the most important events in the history of the fraternity, have the Phikeias take turns plotting important historical events in chronological order on the timeline (with dates if they can identify them).

• Upon completion, double check and make sure that the events were identified in order and with the correct information.


• When facilitating this activity, it is important to provide as many Phikeias as possible a turn or opportunity to identify events and/or participate in putting the events on the timeline.

After Facilitation Processing (after you have completed the activity, feel free to ask the following questions):

• Why did you select the events that you did and why do you believe they are most important to the history of the fraternity?

• After the video and this meeting, was it easy or difficult to identify events? Why or why not?

http://www.phideltatheta.org/content/view/146/

FAMOUS PHIS MODULE | 0

FAMOUS PHIS


FAMOUS PHIS THINGS NEEDED TO BE ARRANGED/PLANNED PRIOR TO MEETING: Review the content for the Famous Phis Module and ensure that everything is planned, including

having all the materials prepared. Additionally, take a look at the Brotherhood Initiatives and Additional Suggested Activities and make sure to prepare materials or plan the activities of your choice accordingly.

Expectations as set by Phikeia class should be typed up and a copy should be made for each Phikeia and each member of the Phikeia Education Board (if done at a previous meeting).

Each Phikeia should have access to a laptop/smart phone and internet for this meeting

MATERIALS NEEDED FOR THE PHIKEIA EDUCATOR: • Copies of expectations as set by the members of the Phikeia class typed up to distribute • Printed-out copies of the Phikeia Oath broken down into four parts per the Phikeia Oath activity • Phikeia Manual • Additional materials (if necessary) for selected Brotherhood Initiatives (see appendix) and/or selected


MATERIALS FOR PHIKEIA TO BRING WITH THEM TO THE MEETING: Phikeia Manual Laptop/Smart Phone

LEARNING OBJECTIVES: By the end of this meeting, Phikeias will be able to….

Identify famous members of Phi Delta Theta and the contributions they have made to society. Demonstrate an understanding of the expectations for the Phikeias set by the Phikeias themselves, the

Phikeia Education Board and the chapter by revisiting the expectations from the previous week. Understand the meaning behind the Phikeia Oath and the application to the Phi Delta Theta

experience.

FOR REFERENCE: Phikeia Manual: Chapter 11 - “Famous Phis”


10-20 minutes Phikeia Oath and Brotherhood Initiatives (Team builders, Energizers, Leadership Development Exercises)

15 minutes Famous Phi Delts 10 minutes Revisiting Expectations as a Phikeia Class 20 minutes Phikeia Oath 20 minutes Phikeia Business 10 minutes Suggested Song Lesson: Opening

Ceremony Song 5 minutes Assignments/Reminders Before Next

Phikeia Meeting Approximate Total Time: 90-100 minutes


PHIKEIA OATH AND BROTHERHOOD INITIATIVES (Team Builders, Energizers, Leadership Development Exercises) –10-20 Minutes

Facilitator Notes:


FAMOUS PHI DELTS-15 MINUTES

Facilitator Note:

The following provides an opportunity for Phikeias to reference their manuals and discuss famous members of Phi Delta Theta.


Laptops with internet access, mobile device with internet

Before Facilitation Processing (prior to providing the instructions below, ask the Phikeias the following discussion questions):

• While watching the online module video related to famous Phi Delts, did anything surprise you?

• What did you learn through the online module? • Why do you believe that we spend time discussing famous members of the fraternity? • How do some of these men represent the principles of Phi Delta Theta?

Instructions:

• Instruct Phikeias to all take out their manuals and turn to chapter 11, “Famous Phis”. • Individually, have each Phikeia go through the chapter looking through the famous Phi

Delt lists. • Have each Phikeia identify one Famous Phi Delt profiled in the manual (or in the online

module) who is in a field related to their major or area of academic study (If they cannot identify one, have them pick one that they believe has made significant contributions to society in some manner).

• Using laptops, phones, or other electronic devices, have the Phikeias do quick research on the famous Phi Delt they have picked identifying (at a minimum) five facts about that member.

• After they have completed this, bring back the large group and have each Phikeia share the famous Phi Delt whom they have chosen to look up information on as well as a few facts about that individual with the larger group.


• Watch time closely and ensure that the Phikeias are taking the time to look up and identify famous members of the fraternity.


• Why did you select the famous Phi Delt you did to look up more information on? • What significant contributions have these men made to their fields, the community or

our world? • From what you have learned or heard about some of these men, what makes their

contributions significant? • How do these men exemplify the values of Phi Delta Theta?


REVISITING EXPECTATIONS AS A PHIKEIA CLASS- 10 MINUTES

Facilitator Note:

The following provides an opportunity for the Phikeias to revisit the expectations they set in the previous week using the statement “Honoring the history of Phi Delta Theta we will…” This re-visiting of expectations provides a segue into the discussion of the meaning of the Phikeia oath and the application of it to the Phi Delta Theta experience.


Copies of Phikeia created expectations

Instructions: • Distribute the copies of expectations that the Phikeias developed

from the week before. • Provide the Phikeias with a few minutes to review them and ensure

that everything that was discussed the previous week was captured correctly.

• Bring it to the group for discussion. Techniques for Facilitation:

• After processing, if it is helpful to revisit expectations from week one from the Phikeia Education Board, this could be a good time to do so.

• Remind Phikeias that these will continually be revisited in the future during Phikeia business.


• After reviewing the expectations you set for yourself and having had a week to process them, is there anything you would like to add to this list?

• How have you held each other accountable to these? • How do you believe, in the past week, you have been meeting

these expectations? How do you believe you have not? • What do you need help with from each other? From the Phikeia

Education Board? From the active chapter? • Why do we take the time to revisit these expectations?


THE PHIKEIA OATH- 20 MINUTES (P60)

Facilitator Note:

The following provides an opportunity for the Phikeias to discuss in depth the meaning of the Phikeia oath and the application of it to the Phi Delta Theta experience.


Printed parts of the Phikeia

Oath (broken down into 4 parts- see

instructions)

Laptop/Projector

Instructions: • Instruct Phikeias to take out their manuals and turn to the Phikeia Oath. • If possible, use a laptop and projector to project the Phikeia Oath on a screen or a wall

for the group to see. • Have the Phikeia class read the Phikeia Oath aloud. • After the Phikeia read the Oath aloud, break the Phikeias into 4 different groups of equal

size. • Provide each group with a print-out of their part of the Phikeia Oath broken out. • Phikeia Oath should be broken out as follows for each group:

o Group 1: “I now declare that I pledge myself and my services to the Phi Delta Theta Fraternity. That I will discharge faithfully the duties devolving upon me as a Phikeia, and that I will try to promote the welfare of the fraternity, and that I will be always mindful of the basic principles of the fraternity.”

o Group 2: “And further, I pledge myself as a college man to uphold and honor the dignity of Phi Delta Theta, everywhere and at all times. I will never bring disgrace to this, my fraternity, by any act of dishonesty or moral cowardice.”

o Group 3: “I will stand firm for the ideals and sacred things of my Fraternity, both alone and with my Phikeia brothers. I will revere and obey the laws of the Fraternity, and do my best to incite a like respect and reverence in my Phikeia brothers and in every member of this chapter.”

o Group 4: “I will strive in all ways to transmit the Fraternity to those who may follow after not only not less, but greater than it was transmitted to me.”

• Instruct each group to take some time to discuss their assigned lines of the Phikeia Oath

answering the following questions: o In your own words, what do these lines mean? o What are specific examples of ways in which you can ensure that you are aligning

with your assigned lines of the oath? o How do your assigned lines connect back to the expectations that have been

discussed the past few weeks for Phikeia? • Bring back the large group for discussion and have each group read their lines aloud and

share what they discussed in terms of the above questions. • After all the groups have presented, feel free to ask the discussion/processing questions

below.

Techniques for Facilitation: • Have a member of the Phikeia Education Board sit in each group.

After Facilitation Processing: • What general thoughts do you have on the Phikeia Oath? • How do we ensure that we are aligning our actions with this Oath? • In what ways have you seen the Phikeia Oath exampled in the actions of either Phikeia

or actives? • Like the expectations before, how do you know when your behavior is consistent with

this oath? As an individual? As a group? • How do you all hold yourselves accountable for abiding by this oath? What does this look

like? • What is the significance of this oath to your experience as Phikeia? When you become

active members of the chapter?



Facilitator Note:


Suggestions for additional things to be done during this week include: • Election of Phikeia officers • Formation of Phikeia committees • Take nominations for Big Brothers

SUGGESTED SONG LESSON: OPENING CEREMONY SONG (PHIKEIA MANUAL)

Facilitator Note:


ASSIGNMENTS/REMINDERS BEFORE NEXT PHIKEIA MEETING FOR PHIKEIA: Complete Next Module Read Phikeia Manual chapters associated with next module Any other additional reminders for the week.

ADJOURN

REMINDERS FOR NEXT MEETING FOR PHIKEIA EDUCATOR: • Review the content and activities for next week and ensure that everything is planned for. Additionally,

take a look at the Additional Suggested Activities for the next selected module and if interested in facilitating one of those activities, make sure to prepare materials or plan for the activity accordingly.

FAMOUS PHIS ADDITIONAL SUGGESTED ACTIVITIES-VARIOUS TIMES

Facilitator Note:

The following supplemental activities provide additional options for the Phikeia Educator or Phikeia Education Board to do during the meeting, at another point during the week with the Phikeias, or to assign at some point during the Phikeia Education period.

Materials (if necessary) Suggested Guest Speakers-Time Varies

The topic of Famous Phis provides a great opportunity for the Phikeia to hear from various guest speakers that relate to the topic discussed during the week. Suggested guest speakers this week include selecting from the following:

• Phi Delta Theta Alumnus- Identify a Phi Delta Theta Alumnus who is viewed as successful in their field or industry and/or has made significant contributions to the community. Speaking about their accomplishments or contributions and how their Phi Delta Theta experience prepared them for their accomplishments to date.


INTERFRATERNALISM

INTERFRATERNALISM MODULE | 1

INTERFRATERNALISM THINGS NEEDED TO BE ARRANGED/PLANNED PRIOR TO MEETING: Review the content for Interfraternalism Module and ensure that everything is planned for, including

having all the materials prepared. Additionally, take a look at the Brotherhood Initiatives and Additional Suggested Activities and make sure to prepare materials or plan the activities of your choice accordingly.

MATERIALS NEEDED FOR PHIKEIA EDUCATOR: • Gavel or some other item to use for the Pass the Gavel activity • Chart Paper or Dry Erase Board • Additional materials (if necessary) for selected Brotherhood Initiatives (see appendix) and/or selected


MATERIALS FOR PHIKEIA TO BRING WITH THEM TO THE MEETING: Phikeia Manual

LEARNING OBJECTIVES: By the end of this meeting, Phikeias will be able to…

• Define “Interfraternalism.” • Identify unique facts about Greek Life as provided in the online module. • Explain what being a member of Phi Delta Theta for more than just four years means and how joining is

making a lifetime commitment. • Identify significant symbols and insignia of the fraternity and their significance. • Reflect on what they have valued thus far through their Phi Delta Theta experience and identify what

they hope to gain from membership in the organization.

FOR REFERENCE: Phikeia Manual: Chapter 3 - “History of Greek Societies” Chapter 5 - “Symbols and Insignia”


10 minutes Phikeia Oath and Brotherhood Initiatives (Team builders, Energizers, Leadership Development Exercises)

5 minutes Revisiting Expectations as a Phikeia Class 15 minutes Interfraternalism 10 minutes Symbols and Insignia 2-3 minutes per member (total time varies) Pass the Gavel 20 minutes Phikeia Business 10 minutes Suggested Song Lesson: Eternal Praise 5 minutes Assignments/Reminders Before Next

Phikeia Meeting Approximate Total Time: 75 minutes (plus Pass the Gavel time)


PHIKEIA OATH AND BROTHERHOOD INITIATIVES (Team builders, Energizers, Leadership Development Exercises) -10 minutes

Facilitator Note:


INTERFRATERNALISM-15 MINUTES

Facilitator Note:

The following discussion provides Phikeias with the opportunity to process the content related to the concept of Interfraternalism (an understanding that you’re a part of something even bigger than Phi Delta Theta, being a part of a community and a part of an overall mission to make men into better men). Begin the discussion by asking the following questions, followed by allowing some time for Phikeias to ask any questions they may have about the content of the online module (see last question listed below).


Processing/Discussion Questions (select from the following): • Define interfraternalism as described in the video. Please note: The video

defines interfraternalism as the following: an understanding that you’re a part of something even bigger than Phi Delta Theta. It is being part of a community and part of an overall mission to make men in to better men.

• How does the concept of interfraternalism relate to the discussion we had during module one about “becoming the greatest version of yourself?”

• How does interfraternalism relate to the Phikeia Oath discussed last week? • Think of a time in your life when you felt like you were part of a community.

What did it feel like? What did you think about that community? In reverse, think of a time in your life when you did not feel like you were part of a community. What did it feel like? What did you think about that community? Why do we ask these questions? How does this relate to your experience in Phi Delta Theta?

• What were your individual motivations for joining a fraternity? How have those been thus far by Phi Delta Theta?

• In the module, some general statistics on Greek Life were given (see facts below), did any of these fact surprise you? What did you think about these facts (majority of statistics based on the 2010-2011 NIC Report on Fraternities)?

o Total Undergraduate Fraternity Membership: 304,171 o Number of Men Initiated in 2009-2010: 92,868 o 5626 Chapters on roughly 800 campuses o Community Service Hours: 2.25 million hours o Philanthropic Dollars Raised: $14.6 million o All-Fraternity GPA: 2.893 versus All-Male GPA: 2.878^ o Greeks in 112th US Congress: 42 Senators (42%), 101 Congressmen

(23%) o 50% of the Top 10 Fortune 500 CEOs are fraternity men; 15% of

Fortune 100 CEOs are Greek o 44% of all US Presidents have been members of a social fraternity o 31% of all US Supreme Court Justices have been fraternity alumni

http://www.nicindy.org/press/list-of-presidents-in-fraternities


• When you think about (insert campus name here), what role does Phi Delta Theta serve? What are some unique facts about the fraternity and sorority community on our campus?

• When you hear that membership in this fraternity is not just four years, but a lifetime commitment, what does that mean to you? What examples have you seen in your Phi Delta Theta experience so far that reinforces this (for example: Chapter Advisor, Province President, Alumni Clubs, Other Alumni Volunteers, etc.).

• What questions do you have so far about what you have learned or discussed?

SYMBOLS AND INSIGNIA-10 MINUTES

Facilitator Note:

The following provides an opportunity for Phikeias to reference their manuals and discuss the symbols and insignia and their significance to the fraternity.


Before Facilitation Processing: Prior to providing the instructions below, ask the Phikeias the following discussion questions: • According to what you read in the manual, why are symbols and insignia important to us as

Greek Letter organizations? (Answer: It is our symbols, rituals, and other sacred objects that are shared only by members of our fraternity. Additionally, through them we recognize each other as true members of our fraternity).

• Why is it important for us to take some time to talk about the symbols and the insignia of our fraternity?

Instructions: • Instruct Phikeias to all take out their manuals and turn to chapter 8, “Symbols & Insignia.” • Break the Phikeias up into five groups. • Assign each group one of the following groups of symbols and insignia: 1) The Badge &

Phikeia Button; 2) Coat of Arms, Open Motto & Colors; 3) The Flag, Fraternity and Chapter Banners, & The Fraternity Seal; 4) Flower, Legion Buttons and, Pins & the alumnus charm; 5) the recognition button, Pallas and her Owl, the Badge of Mourning, & Convention Ladders.

• In groups, have the Phikeias review in the manual each of the descriptions of the symbols and insignia assigned to their group. Provide the Phikeia with brief time to discuss those assigned to them in their small group. (for example, what is the importance of that specific symbol? Where and how is it used?).

• After they have completed this, bring back to the large group for discussion. Techniques for Facilitation: • Watch time closely and ensure that the Phikeias are taking the time to discuss the symbols

and insignia assigned to them. • As Phikeias are discussing, have members of the Phikeia Education Board walk around and

check in on the Phikeia to see what general questions they may have about those assigned to them.

After Facilitation Processing (after you have completed the activity, feel free to ask the following questions): • From the symbols and insignia assigned to your group to discuss, what stood out to you? • Which symbols have you seen most prominently in your experience in Phi Delta Theta so

far? Why do you think you’ve seen these ones? • Let’s take a moment to talk about the open motto of the fraternity. The open motto of the

fraternity’s translation is “One man is no man,” or more freely interpreted as “We enjoy life by the help and society of others.” What do you believe this means? How have you seen


this demonstrated in your experience in the fraternity thus far? How does this relate to the expectations you set for yourself as a group last week? How does the open motto relate to the concept of “becoming the greatest version of yourself?”

• What according to the manual is ritual? Why is it important to our fraternity? (Ensure that while discussing this last question that the Phikeias eventually get to the place of understanding that ritual is the only common experience that all Phi Delts share. It is a mutual exercise that binds all members together in a larger brotherhood. It is the symbolic recognition of being a part of something larger than oneself. Additionally, while having a ritual is a common experience of all fraternities, at the same time it is also the only thing that separates us. Our ritual is how we specifically as Phi Delts demonstrate our specific principles on a regular basis, which is why it is so significant).

PASS THE GAVEL-(2-3 MINUTES PER PHIKEIA) - TOTAL TIME VARIES

Facilitator Note:

Gather the Phikeias in a circle. The purpose of this activity is, at the middle of the Phikeia education period, to take some time to have the Phikeias each share what they have valued thus far about their experience in Phi Delta Theta and what they hope to continue getting out of the organization. Use a gavel or some other item to signify who is allowed to speak at a time. Whoever holds the item has the floor and no one should interrupt him. It could be beneficial for the Phikeia Educator to role-model the speaking time at the beginning to get the process started. **This is a great time to include the active chapter in a Phikeia meeting during.

PHIKEIA BUSINESS-20 MINUTES

Facilitator Note:



• Discuss Phikeia Retreat Responsibilities • Discuss desired events and potential dates for Phikeia service projects, social events, etc. • Approve Phikeia committees • Refer Phikeia Event projects to their respective committees • Announce Big Brothers

SUGGESTED SONG LESSON: ETERNAL PRAISE (PHIKEIA MANUAL)

Facilitator Note:


ASSIGNMENTS/REMINDERS BEFORE NEXT PHIKEIA MEETING: Complete Next Module Read Phikeia Manual chapters associated with next module Any other additional reminders for the week.



ADJOURN

REMINDERS FOR NEXT MEETING FOR PHIKEIA EDUCATOR: • Review the content and activities for next week and ensure that everything is planned for. Additionally,

take a look at the Additional Suggested Activities and if interested in facilitating one of those activities, make sure to prepare materials or plan for the activity accordingly.

INTERFRATERNALISM ADDITIONAL SUGGESTED ACTIVITIES-VARIOUS TIMES

Facilitator Note:

The following suggested activities provide additional options for the Phikeia Educator or Phikeia Education Board to do during the meeting, at another point during the week with the Phikeias, or to assign at some point during the Phikeia Education period.


The topic of Interfraternalism provides a great opportunity for the Phikeia to hear from various guest speakers that relate to the topic discussed during the week. Suggested guest speakers this week include selecting from the following: • Campus Fraternity and Sorority Advisor-Speaking about campus specific facts

related to the chapters on campus, and/or if they have a Fraternity/Sorority affiliation of their own to talk about their Fraternity/Sorority experience and how they see their membership lasting beyond their college experience.

• Officer from the Interfraternity Council- Speaking about the structure of IFC and how it operates as well as how chapters/organizations interact together or work toward a common goal together on campus.

• Phi Delta Theta Alumnus-Speaking about how membership in Phi Delta Theta specifically is not just four years, but has become a life-long commitment for them providing tangible examples of how and why.

• Phi Delta Theta Member of Another Chapter-Speaking about how membership in Phi Delta Theta in their chapter has impacted them, how they have connected with members of other fraternities or sororities on their campus providing tangible examples of how and why

NTERFRATERNALISM MODULE | 6

Materials (if necessary) What Are We Looking For in a Brother?- 35 minutes

Paper Pens

Instructions: • Distribute paper and writing utensils to Phikeias. • On the sheet of paper instruct the Phikeias to list ten qualities individually they believe

someone who is a member of Phi Delta Theta should have as well as that they would want in someone they call a brother. Upon coming up with their lists, Phikeias should rank the qualities 1-10.

• Give Phikeias about 10-15 minutes to complete their lists. • After they have done it individually, have people share some of the qualities that they

came up with and have a member of the Phikeia Education Board list them on chart paper or a dry erase board.

• Once the qualities are listed on the chart paper or the dry erase board, have the Phikeias as a group come up with a consensus for the top five qualities they are looking for in a brother. They should be provided 15-20 minutes to come up with a consensus.

• After the consensus is reached, the Phikeias should present the top 5 qualities to the Phikeia Education Board.

After Facilitation Processing (after you have completed the activity, feel free to ask the following questions): • Why did you select the qualities you did? • What is hard to come up with 10? Why or why not? • Upon ranking the qualities, why did you order the qualities the way that you did? • What is the connection between this activity and recruitment? • Are these the same qualities we keep in mind when we are recruiting? • How do we keep these qualities of what we are looking for in a brother in mind

regularly not only in recruitment, but in our everyday interactions with each other? **Adapted from the NIC- “The Best of Brotherhood Building”.

FRIENDSHIP

FRIENDSHIP MODULE | 1

FRIENDSHIP THINGS NEEDED TO BE ARRANGED/PLANNED PRIOR TO MEETING:

Review the content for the Friendship Module and ensure that everything is planned for, including having all the materials prepared. Additionally, take a look at the Brotherhood Initiatives and Additional Suggested Activities and make sure to prepare materials or plan the activities of your choice accordingly.

MATERIALS NEEDED FOR PHIKEIA EDUCATOR: Chart Paper or Dry Erase Board Printed copies of values for Values Clarification Activity Printed copies of Academic, Co-Curricular, and Personal Development Action Plan to distribute to Phikeias-See

Appendix “Academic, Co-Curricular, & Personal Development Action Plan”. Additional materials (if necessary) for selected Brotherhood Initiatives (see appendix) and/or selected Additional

Suggested Activities

MATERIALS FOR PHIKEIA TO BRING WITH THEM TO THE MEETING: Phikeia Manual Laptop or Smart Phone


• Define friendship and brotherhood and be able to identify the components, similarities, and differences of each. • Reflect upon and articulate what how friendship has shown up in their lives up to this point and how they have

observed it in the context of the Phi Delta Theta experience. • Identify their core values and why they selected each. • Discuss how individual core values relate to decision making and choices. • Identify how understanding your core values relates to the concepts of friendship, brotherhood, and the Phi Delta

Theta experience.

FOR REFERENCE: Phikeia Manual: Chapter 2-“Three Cardinal Principles” Chapter 6-“The Chapter”

SUGGESTED MEETING OVERVIEW:

Time Allotted Activity 10-25 minutes Phikeia Oath and Brotherhood Initiatives

(Team builders, Energizers, Initiatives) 15 minutes Friendship and Brotherhood 15 minutes Values Clarification 10 minutes Friendship & Recruitment: The Names List

or Brothers Blog 20 minutes Phikeia Business 10 minutes Suggested Song Lesson: Phi Delta Theta

Serenade Song 5 minutes Assignments/Reminders Before Next

Phikeia Meeting Approximate Total Time: 95-110 minutes


PHIKEIA OATH AND BROTHERHOOD INITIATIVES (Team builders, Energizers, Leadership Development Exercises)

Facilitator Note:


FRIENDSHIP AND BROTHERHOOD – 15 MINUTES

Facilitator Note:

The following provides an opportunity for Phikeias to discuss the characteristics of friendship as well as brotherhood and distinguish between the two.

Materials (if necessary) Discussion

Markers

Before Facilitation Processing: (prior to facilitating the following , feel free to ask some of the following questions): • In the online module, members of Phi Delta Theta talked about what

friendship means to them, what stood out to you about some of the things they said?

• Why do we spend time talking about friendship as you think about membership in a college fraternity?

• What role has friendship played in your life up until this point? • What role has friendship played for you in college so far? • What role has friendship played in your Phikeia experience thus far? Instructions: • Using chart paper, write the word “friendship” on one piece of paper and

“brotherhood” on another. • First, have the Phikeias brainstorm what the characteristics of friendship are.

Write what they come up with on the piece of chart paper (bulleted list). • Secondly, have the Phikeias brainstorm what they believe to be the

characteristics of brotherhood are. • Once both lists have been created, bring the discussion to the large group

asking some of the after facilitation processing questions below. • After asking the questions below, have a few members of the Phikeia

Education Board share testimonials related to what friendship and brotherhood mean to them as members of Phi Delta Theta giving specific examples from their own experiences of when they have experienced true friendship and brotherhood in the fraternity.

Techniques for Facilitation: • As you are having the Phikeias list off the characteristics of both friendship

and brotherhood, ensure that as many Phikeias as possible are participating and helping to brainstorm the list.

• Have one member of the Phikeia Education Board facilitating the conversation while another one writes on the chart paper.


• Have the additional members of the Phikeia Board contributed to the brainstorm of the lists as well.

After Facilitation Processing: (after you have completed the activity, feel free to ask some of the following questions): • Was it easy to come up with the lists? Was one easier than the other? • What similarities do you see between both lists? • What differences do you notice as you look at both lists? (Note: It is important

that through this discussion that you eventually get to the point that general friends don’t necessarily hold each other accountable in the same way brothers do. Brothers hold brothers accountable and help you learn from mistakes so that you don’t repeat those mistakes later in life).

• In reading the Phikeia manual and doing the online module for friendship, do you think there is a difference between friendship and brotherhood?

• In thinking about examples that you have either observed amongst active members of the fraternity or have experienced yourselves as Phikeia, how is friendship and brotherhood experienced as members of Phi Delta Theta?

VALUES CLARIFICATION-15 MINUTES

Facilitator Note:

The following is a quick version of a values clarification activity to help your Phikeia identify and bring clarity to what their individual and core values are and how they relate to the Phi Delta Theta experience.

Materials (if necessary) Values Clarification Activity

Before Facilitation Processing: Prior to facilitating the following , feel free to ask some of the following questions:

• What is a value? • How do we develop our values? • What values do we see in our everyday life? (as college students, on

campus, within the Phi Delta Theta experience, etc.) • Why are values important to us as humans? • How do we know if we truly value something? • Do you believe that developing and understanding your values is a

continual process? Description:

• This following is a very quick version of a values clarification activity to help Phikeias identify and bring clarity to what their individual core values are or might be in 5 minutes. The activity provides a basis for discussion about what is important to them and challenges them to think about their “gut” reactions to the choices and decisions they make and why.

• Many times people make snap decisions about circumstances or situations that impact them in many ways (many times with negative results).

• While this process certainly doesn’t define a student’s core values with the thoroughness required for such an important task, it provides the opportunity for students to experience and reflect via their intuition, those things they find fairly important.

Instructions:

• Using a commonly constructed list of “personal values,” (see Appendix, “Values Clarification Activity”) Phikeias have three minutes to select the 15 values that mean the most to them.


• After the first three minutes, students have one minute to narrow their list to 10 values.

• In the last minute, have the Phikeias narrow their list down to their top 3 values.

• Once activity is completed, either have the Phikeias share their top three values and why they chose them with a partner or with the large group, then follow-up with the discussion below.


• You can shorten or lengthen the time intervals as desired. • Be sure to call time at each interval. • Have members of the Phikeia Education Board or members of the active

chapter participate in the activity.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • What was this activity like for you all? • Why did you select the values that you did? • What was it like to have to quickly “toss” other important values to one side? • Was it challenging to select some values over others? If so, why? If not, why

not? • How do one’s core values drive behavior on a daily basis? • When does one choose to uphold their core values and what situations

“encourage” or make it “easy” to lose hold of one’s values? • How does this exercise relate to the Phi Delta Theta experience? • How does an activity on core values relate to friendship and brotherhood and

how we defined them earlier (revisiting lists compiled previously)?

FRIENDSHIP AND RECRUITMENT: THE NAME LIST-10 MINUTES OR FRIENDSHIP AS BROTHERHOOD: BROTHERHOOD BLOG-10 MINUTES

Facilitator Note:

The following provides a quick opportunity for the Phikeias to practice a simple strategy for learning how to recruit as well as make the connection between the concept of friendship and the recruitment process.

Materials (if necessary) The Names List

Blank Sheet of Paper for Each Phikeia Pen

Instructions: • Instruct each Phikeia to take out a blank sheet of paper. • On the sheet of paper, give the Phikeias five minutes to make a list of all the men that

they know on your campus that are NOT members of a fraternity already. Have them list their first and last name, e-mail, and phone number if they have it.

• After five minutes, have the Phikeias take a look that the brainstormed list of friendship and brotherhood. Thinking of these characteristics of these concepts, have each Phikeia select ONE guy from their list (that they have the phone # for) and pick up their phone and call that individual. When calling that individual, there goal is to set up a time to meet up with/hang out with that individual they called (and preferably bring some of their Phikeia brothers with them).

• After they all have made a call, collect the sheets of paper to provide to the Recruitment Chairman and/or Recruitment Committee.

Techniques for Facilitation: • Encourage the Phikeias to use their smart phones to look up men they are Facebook

friends with, are in their cell phones, they are connected to on social media, etc.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • Was it easy or difficult to create this names list?


• Did you use your resources (phone, social media, etc.), why or why not? • Was it difficult to make the phone call to the person you selected? Why or Why not? • Someone describe your experience with the phone call. How did it go? How many of

you set up a meeting or time to hang out with that person? • Why do you think we had you do this? • How does this activity relate to recruitment? • How does the concept of recruitment relate to that of friendship? • How many of the guys that you listed on your list represent some of the characteristics

of friendship and brotherhood that we listed earlier? • When we think of recruitment, do we think it is difficult or easy? (Please Note: the goal

of this question is to get the Phikeias to the point where they understand recruitment is ultimately about connecting with others and building friendships).

Facilitator Note:

The following provides a quick opportunity for Phikeias to read and reflect on the definition of Brotherhood and what is it mean to each of them.

Materials (if necessary) Brotherhood Blog- 10 minutes

Copies of “Toward a Definition of Brotherhood” Blog

Instructions: • Distribute copies of the “Toward a Definition of Brotherhood” from the Appendix to

the group. • Have a few Phikeias go through and read the blog aloud as a group. • Once reading is completed, ask some of the processing questions below.


• What stood out to you about what you heard as we read this aloud? • How does this align with your current understanding of brotherhood? • How do you ensure that brotherhood feels the way in which the author describes

it? • Why do you think we had you read this? • What additional thoughts do you have?


Facilitator Note:



• Check in on any event planning to-do items for Phikeia Events

SUGGESTED SONG LESSON: PHI DELTA THETA SERENADE SONG (PHIKEIA MANUAL)

Facilitator Note:




ASSIGNMENTS/REMINDERS BEFORE NEXT PHIKEIA MEETING: Complete Next Module Read Phikeia Manual chapters associated with next module Complete Section One ONLY of the Academic, Co-Curricular and Personal Develop Action Plan and

bring to meeting next week. Any other additional reminders for the week

ADJOURN

REMINDERS FOR NEXT MEETING FOR PHIKEIA EDUCATOR: Review the content and activities for next week and ensure that everything is planned for. Additionally,


For the Academic, Co-Curricular, and Personal Development Plan: Part One invite an active member (for each Phikeia) who shares a major with the Phikeia. If there is no one in the chapter who has the same major invite the Scholarship Chairman or members of the Scholarship Committee to come speak to the Phikeias about sound learning.

Organize and map out a tour of important academic resources on campus to be able to take the Phikeias to (or show where they are) during meeting.

FRIENDSHIP ADDITIONAL SUGGESTED ACTIVITIES-VARIOUS TIMES

Facilitator Note:

The following suggested activities provide additional options for the Phikeia Educator or Phikeia Education Board activities to do during the meeting, at another point during the week with the Phikeias, or to assign at some point during the Phikeia Education period.

Materials (if necessary) Recruitment Elevator Speeches- 15 minutes


Before Facilitation Processing: (prior to facilitating the following , feel free to ask some of the following questions): • What is an elevator speech? • What is an elevator speech used for? How is it used in the business world? • In terms of thinking about recruitment, how can developing an elevator speech be

useful? Description: • An elevator pitch or elevator speech is a short overview of a business, an organization,

products or services, and is typically used in settings such as face-to face networking. An elevator pitch can be one of the simplest yet most powerful tools for an individual to share information.

• An elevator pitch is meant to be short, and as the name implies, delivered in the time it takes to complete your average elevator ride. The length can vary, but you typically want to be able to present your elevator pitch comfortably without rushing in under two minutes, ideally in under one minute. The goal length of an elevator speech should be between 15-250 words.

Instructions: • After completing the before facilitation processing above. Instruct Phikeias that they are

going to be creating short elevator speeches about Phi Delta Theta as an organization. • Using the following tips, the Phikeia will create (in pairs) and elevator pitch to be shared

about the Phi Delta Theta experience.


(http://sbinformation.about.com/od/marketingsales/a/How-To-Write-An-Elevator-Pitch.htm)

• Provide the Phikeia with about 20 minutes to develop their Elevator Speeches. • Have the Phikeia present to the rest of their new member class. Techniques for Facilitation: • Pair up Phikeias intentionally based off of who may not know each other well, who are

not similar and nature, and who could work well together. • This is a great activity to include the active chapter in as part of a recruitment workshop

or a standalone activity with processing following.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • What was this process like for you? Easy? Difficult? • What is the purpose behind having you complete this activity? • Why is understanding information about your organization and how to briefly talk about

the Phi Delta Theta Experience important? • Upon joining the organization, did you receive an elevator speech? From who? How

would you rate theirs? • What can you take away from this activity? • In thinking about recruitment, what are the skills you feel you need for us to be

successful as a chapter?


The topic of Friendship provides a great opportunity for the Phikeias to hear from various guest speakers that relate to the topic discussed during the week. Suggested guest speakers this week include the following:

• Active Chapter Members- Speaking about how friendship and brotherhood has been exemplified through their experience in Phi Delta Theta as well as their definitions of friendship and brotherhood.

• Phi Delta Theta Alumnus-Speaking about how friendship and brotherhood through Phi Delta Theta has lasted beyond the college experience as well as their definitions of friendship and brotherhood.

• President of Another Fraternity on Campus-Speaking about their experiences of friendship and brotherhood, which demonstrates this exists amongst fraternities beyond Phi Delta Theta.

• Staff Member from Counseling/Health Center on Campus- Speaking about mental health amongst college students, how to best support one another and campus services related to supporting students related to this topic.

• Staff Member from Women’s Center-.Speaking about what it means to be a man (masculinity), how men are socialized and how men can develop healthy, thriving and meaningful relationships with one another. (P60)

http://sbinformation.about.com/od/marketingsales/a/How-To-Write-An-Elevator-Pitch.htm

http://sbinformation.about.com/od/marketingsales/a/How-To-Write-An-Elevator-Pitch.htm


Materials (if necessary) Questions (Team builder)- 20-25 minutes (R)

Instructions: • The following activity requires silence unless you are the one answering the

question. • The facilitator will ask a question and then the group will go around in a circle and

answer the question in a few phrases, words or one sentence. • This is not a time for telling a story of why participants chose the answer they did,

just simply, in a handful of words, share what their answer is. • Though some of the questions will be more light-hearted, encourage participants

to try to remain serious and reflective throughout the course of the activity. • If Phikeias cannot think of something, they can say “pass”. • Encourage Phikeias to speak loudly so that everyone can hear clearly and instead

of focusing on just what they are saying, they should focus on listening and hearing what their Phikeia brothers have to share.

• Questions you can choose from include the following levels of questioning: No Vulnerability Questions:

• What is your favorite thing to do? • Where is the best place you have ever traveled? • Where’s are you most comfortable? • What is your favorite movie? • What is your favorite book? • What do you like to do most with a free hour? • If you were an animal other than human, which animal would you be? • If you could live a day as someone else, who would it be? • What is the most played song on your phone? • What picture is the background of your phone? • What is your middle name? • If money were of no object, what would you do with your life? • What is your biggest accomplishment? • What is your biggest pet peeve? • If you could learn to do anything what would it be?

Low Vulnerability Questions: • What is your strongest emotion? • Who is your hero? • What is your favorite thing about people? • What is your best quality? • What are you most proud of? • If you could be anywhere, where would you be? • What is the most important quality you expect from a brother? • Where do you see yourself in ten years? • Who is the most influential person in your life? • Choose a word which best describes your total life up to this moment in

time. • If you could relive any day of your life, what would it be?

Medium Vulnerability Questions: • If you had ten minutes left to live, what would you do? • What is one thing that you truly miss? • For what do you think you would be willing to lay down your life? • If you could change anything about your life, what would it be? • What is your worst quality? • What in your life have you compromised on? • What was the most significant event of your life in the past year? • What do you struggle with most? • Who do you want to be?

High Vulnerability Questions:


• What has been the most challenging moment of your life? • What challenge are you facing right now? • What is one thing you want to get off your chest? • What in your life are you most ashamed of? • What might not fit into a question that you feel the group should know about you?

Techniques for Facilitation: • This activity may vary depending on how long you would like it to go. With

approximately 10 people, each question should take just under a minute to complete.

• Go from question to question providing everyone in the circle to answer questions with no discussion in between.

• Pick and choose a variety of questions from each vulnerability level. • Members of the Phikeia Education Board should participate as well.


• What did you learn from this activity? • Why did we do this activity? • Why is this important to do as a group? • How does this relate to what it means to be a part of this brotherhood?

Materials (if necessary) Share Your Story (Team builder)- Time Varies (R)

Instructions: • Have the Phikeias arranged in a circle, and each person has an opportunity to

share their life story (i.e. where they come from, how they got to where they are, significant life events that have influenced who they are today).

• Each person should have around 3-5 minutes to speak, however, do not discourage people from sharing their personal experiences by cutting them off simply because they wish to go longer.

Techniques for Facilitation::

• Have the Phikeia Educator or a member of the Phikeia Education Board go first role-modeling for the Phikeia.

• Read the group and know when to take a short intermission if necessary. • This activity can be done around a campfire or a fireplace somewhere to help

create the environment for sharing. After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions):

• What did you learn about each other from this activity? • Why did we do this activity? • Why is this important to do as a group? • How does this relate to what it means to be a part of this brotherhood? • How does this activity relate to what you hope to experience as a member of Phi

Delta Theta?

SOUND LEARNING

SOUND LEARNING MODULE | 1

SOUND LEARNING THINGS NEEDED TO BE ARRANGED/PLANNED PRIOR TO MEETING:

Review the content for the Sound Learning Module and ensure that everything is planned, including having all the materials prepared. Additionally, take a look at the Brotherhood Initiatives and Additional Suggested Activities and make sure to prepare materials or plan the activities of your choice accordingly.

Invite the Scholarship Chairman or members of the Scholarship Committee to come speak to the Phikeias about sound learning.

For the Academic, Co-Curricular and Personal Development Plan: Part One invite an active member (for each Phikeia) who shares a major with the Phikeia. If there is no one in the chapter who has the same major as the Phikeia invite a Big Brother or someone who has a major in a closely related field.

Organize and map out a tour of important academic resources on campus to be able to take the Phikeias to (or show where they are) during meeting.

MATERIALS NEEDED FOR PHIKEIA EDUCATOR: • Additional materials (if necessary) for selected Brotherhood Initiatives (see below) and/or selected Additional

Suggested Activities

MATERIALS FOR PHIKEIA TO BRING WITH THEM TO THE MEETING: Phikeia Manual Completed Part One of the Academic, Co-Curricular, and Personal Development Plan


Define sound learning and understand its importance to Phi Delta Theta. Identify academic successes and challenges they have experienced thus far. Understand strategies for succeeding academically in college. Identify resources on campus that assist with a commitment to sound learning. Understand the chapter Scholarship Program and how it assists members with achieving their academic goals

and performing well academically. Identify personal goals related to academic planning.

FOR REFERENCE: Phikeia Manual: Chapter 2-“Three Cardinal Principles” Chapter 7-“Scholarship & Sound Learning”


10-15 minutes Phikeia Oath and Brotherhood Initiatives 10 minutes What is Sound Learning? 10 minutes Guest Speaker: Scholarship Chairman/Member of

Scholarship Committee 20 minutes Academic, Co-Curricular & Personal Development

Action Plan: Part One Time Varies Campus Sound Learning Resources Tour 20 minutes Phikeia Business 10 minutes Suggested Song Lesson 5 minutes Assignments/Reminders Before Next Phikeia Meeting Approximate Total Time: 80-85 minutes (plus Campus Sound Learning Resources Tour Time)


PHIKEIA OATH AND BROTHERHOOD INITIATIVES (Team builders, Energizers, Leadership Development Exercises) – 10-15 minutes

Facilitator Note:


WHAT IS SOUND LEARNING? - 10 MINUTES

Facilitator Note: The following discussion provides Phikeias with the opportunity to process the content related to Sound Learning. Begin the discussion by asking the following questions.

Materials (if necessary) Sound Learning Discussion

Processing/Discussion Questions (select from the following): • What is sound learning? How is it defined? • Why do you believe sound learning is the second cardinal principle? What is

significant about this concept? • According to the online module, why is sound learning vital to the fraternity’s

success? • In what ways can you integrate sound learning into your everyday life? Why

do you think this is important? • According to the online module and the Phikeia manual, what are some of the

ways to improve your ability to be successful in college? • Thus far in your college experiences, what are some of the successes you

have experienced academically? • Thus far in your college experience, what are some of the challenges you

have experienced academically? • According to the manual, what are some ways that you can avoid scholarship

/academic problems? • What are some of the resources on campus you have heard of or used that

assist you with maintaining a commitment to sound learning and your academics?

• What are some of the ways in which you can help your brothers and hold each other accountable for a commitment to sound learning?

• What are the ways in which you have already observed a commitment to sound learning demonstrated by the active chapter?

• Review the following in the Appendix (and then follow up with the following questions): Active Learning Techniques and Top 10 Science of Learning (P60)

• What stands out to you about this information? Do you believe it? Why or why not? How does it relate to how you actually learn information in your courses?

• How do these concepts relate to sound learning? • Why is it important to be aware of our individual talents, preferences, and

abilities as it relates to understanding sound learning? • In what areas do you believe we can improve to ensure that we are

committing to this cardinal principle?


GUEST SPEAKER: SCHOLARSHIP CHAIRMAN/COMMITTEE MEMBERS-10 MINUTES (P60)

Facilitator Note:

The topic of Sound Learning provides a great opportunity for the Phikeias to hear from directly from the Scholarship Chairman or a member of the Scholarship Committee discussing the following:


Instructions: • Have the chapter Scholarship Chairman or members of the Scholarship Committee

come speak to the chapter on the following topics: o Overview of chapter scholarship program; including study hours, incentives for

succeeding academically, academic skills workshops put on by the chapter, support from Chapter Advisory Board and/or Faculty Advisor, etc.

o Expectations of members related to scholarship and academic performance. • After he is done speaking, allow Phikeias to ask any questions they may have

about the scholarship program or how Phi Delta Theta supports them academically.

ACADEMIC, CO-CURRICULAR, & PERSONAL DEVELOPMENT ACTION PLAN: PART ONE -20 MINUTES

Facilitator Note:

The following provides an opportunity for Phikeias to spend some time discussing their academic plan that they have completed with an active member of the chapter who either shares their major or is in a field that is related to the Phikeias’ major of study.

Materials (if

necessary) Development Action Plan Part I

Instructions: • Have the active members recruited to participate in this part of the meeting join the

Phikeias at this time (The Phikeia Education Board should have invited one active per Phikeia who shares the same major of study. If no active member shares the same major of study, they should have invited someone with a closely related major of study to the Phikeia’s field).

• Instruct the Phikeias to pull out their Academic, Co-Curricular, & Personal Development Action Plan that was distributed to them the week before. They should have completed Part One for this week.

• In pairs with the active member, provide time for the Phikeia to review Part One of this document, their academic plan (including who their academic advisor is), when they have last met with their academic advisor, what courses they are planning on taking next semester, what goals they have, and strategies they have to reach those goals this semester and next semester.

• Encourage active members to have a discussion with the Phikeias sharing their own experiences as well as providing them feedback and suggestions on their goals and the strategies to achieve those goals.

• After 15 minutes or so of discussion, bring back the group for larger discussion. • After the discussion, make sure Phikeias keep their plans to complete Parts Two

and Three for next week.



• Variations to this portion of the meeting could include inviting the Big Brothers of the Phikeias or having the Phikeias meet individually with the Faculty Advisor or with a member of the Phikeia Education Board.

After Facilitation Processing (after the discussion between the Phikeias and the active members has been completed feel free to ask the entire group the following questions):

• What is the purpose in having Phikeias complete the academic planning portion of these plans?

• What were your discussions like? What did you end up discussing? • What was helpful about your discussions? What do you still want to know? • How does creating an academic plan relate to the cardinal principle of sound

learning? • How can Phikeias be held accountable for sticking with your academic plan? What

do you need from active members? Those who share your major? All academic members? Each other?

• What else would you like to share about these academic plans?

CAMPUS SOUND LEARNING RESOURCES TOUR-TIME VARIES

Facilitator Note:

The following provides the Phikeia Education Board with the opportunity to tour the Phikeias around the academic resources on campus to help them understand what resources are available to help support them commit to sound learning.

Materials (if necessary) Sound Learning Resources Tour (P60)

Instructions: • Identify the most important academic resources on-campus; identify their

locations and take the Phikeias around campus to show them where these academic resources are located while sharing some information about how each resource can be used. Suggestions for resources to show include the following:

o University Library o Writing Center o Academic Support Center/Learning Programs (workshops,

tutoring, academic coaching on campus) o Student Support Services o Career Services/Center o Student Affairs office o Resources for Disabled Students/Accessibility Services

• If you are unable to identify where the most significant academic resources are located on campus, contact your Greek Advisor for assistance on your campus.

Techniques for Facilitation: • As you complete the tour around campus, show the resources and share

information about them, if members of the Phikeia Education Board have used those resources and have personal experiences with them and how they’ve assisted them academically, this could provide a great opportunity for them to share.



Facilitator Note:



• Discuss areas of academic concerns • Reminders of upcoming events

SUGGESTED SONG LESSON: SELECT ANY FROM THE FOLLOWING: PHI DELTA THETA FOR AYE, HAIL, HAIL, PHI DELTA THETA, THE GOOD SHIP PHI, PHI DELTA THETA: WE’LL ALWAYS BE TRUE (PHIKEIA MANUAL)

Facilitator Note:


ASSIGNMENTS/REMINDERS BEFORE NEXT PHIKEIA MEETING: Complete Next Module Read Phikeia Manual chapters associated with next module Complete Parts Two and Three of the Academic, Co-Curricular, and Personal Develop Action Plan and

bring to meeting next week. Any other additional reminders for the week.

ADJOURN

REMINDERS FOR NEXT MEETING FOR PHIKEIA EDUCATOR: Review the content and activities for next week and ensure that everything is planned for. Additionally,




SOUND LEARNING ADDITIONAL SUGGESTED ACTIVITIES- VARIOUS TIMES

Facilitator Note:



The topic of Sound Learning provides a great opportunity for the Phikeia to hear from various guest speakers that relate to the topic discussed during the week. Suggested guest speakers this week include the following:

• Faculty Members- Speaking about ways in which to be successful in the college classroom, strategies for engaging in the classroom and communicating with faculty members. (P60)

• Academic Advisor- Speaking about creating an academic plan or creating an academic course of study, strategies for engaging in the academic experience at your university, tips for being successful academically. (P60)

• Active Chapter Members- Speaking about strategies that they have found for being academically successful (study habits, communicating with faculty instructors, time management), lessons learned about navigating the college academic experience. OR Create an Academic Mentor Program for your Phikeias where you assign Phikeias to an active member who shares their same major/field of study and have that active member come to the meeting to share successes and challenges in the major/field of study. You can also create other programmatic ways to engage Phikeias with their academic mentor. (P60)

Materials (if necessary) Extended Library Tour-Time Varies

Schedule an extended tour of the library for Phikeias (additionally, feel free to include the entire active chapter in this experience if possible). This can be done by contacting your on-campus library and asking about the possibility of scheduling a tour where the Phikeia can learn about where study space is, where items are located in the library, and what resources are available for them to assist with their academic study through library resources. If you have trouble connecting with the staff of your library, contact your Greek Advisor for assistance on your campus.

RECTITUDE

RECTITUDE MODULE | 1

RECTITUDE THINGS NEEDED TO BE ARRANGED/PLANNED PRIOR TO MEETING: Review the content for the Rectitude Module and ensure that everything is planned, including having all

the materials prepared. Additionally, take a look at the Brotherhood Initiatives and Additional Suggested Activities and make sure to prepare materials or plan the activities of your choice accordingly.

MATERIALS NEEDED FOR PHIKEIA EDUCATOR: Printed copies of the Defining Service Worksheet Printed copies of the Ethical Framework Worksheet Additional materials (if necessary) for selected Brotherhood Initiatives (see below) and/or selected


MATERIALS FOR PHIKEIA TO BRING WITH THEM TO THE MEETING: Completed Parts Two & Three of the Academic, Co-Curricular, and Personal Development Plan


Define rectitude and its importance to Phi Delta Theta. Discuss how character, integrity, morality, honesty, and loyalty are connected to rectitude. Identify what “living a life of value and service means.” Articulate an understanding of what it means to “do the right things for the right reasons.” Understand how they define service and explore the different types of service that exist. Understand how values and ethics intersect, while understanding the difference between them. Identify how they make ethical decisions. Identify personal goals for involvement and personal development and growth.

FOR REFERENCE: Phikeia Manual: Chapter 2-“Three Cardinal Principles”


20-30 minutes Phikeia Oath and Brotherhood Initiatives (Team builders, Energizers, Initiatives)

15 minutes What is Rectitude? 10 minutes Defining Service 15-30 minutes Ethical Decision Making or Bystander

Intervention 15 minutes Academic, Co-Curricular & Personal

Development Plan: Part Two & Three 20 minutes Phikeia Business 10 minutes Suggested Song Lesson Approximate Total Time: 115-140 minutes


PHIKEIA OATH AND BROTHERHOOD INITIATIVES (Team builders, Energizers, Leadership Development Exercises)-20-30 minutes

Facilitator Note:


WHAT IS RECTITUDE?-15 MINUTES

Facilitator Note:

The following discussion provides Phikeias with the opportunity to process the content related to Rectitude. Begin the discussion by asking the following questions.

Materials (if necessary) What is Rectitude? (P60)


• According to the online module and the manual, what does rectitude mean?

• Why do you believe that our founders chose rectitude as the third cardinal principle?

• How do you think rectitude relates to the other two cardinal principles; friendship and sound learning?

• In the module there are a few key words related to the concept of rectitude -character, integrity, morality, honesty, and loyalty. What does each of these words mean (please note: this could be a good place to use chart paper or a dry erase word to write down the definitions brainstormed for these words)?

• What do all these words have in common? • Ultimately, how do they relate to the concept of rectitude? • What does “living a life of value and service” mean? Does it mean

something individually for each of you? What does it mean to our organization?

• What does “doing the right thing for the right reasons” mean to you? Again, does it mean something individually for each of you? What does it mean to our organization?

• A Robert Morrison quote is: “To do what ought to be done, but would not have been done unless I did it, I thought to be my duty.” What do you think this quote means? How does it relate to our conversation?

• How do risk management and rectitude relate to one another? • How do addressing current issues on college campuses for example:

binge drinking, substance abuse, student mental health, sexual assault and interpersonal violence relate to the concept of rectitude?

• In what ways can we commit to the principle of rectitude? What examples have you seen already in your Phi Delta Theta experience?

• In what ways can we hold each other accountable? • What is our responsibility to one another? To our organization? To

fraternities in general? To society, if we are truly living by our values?


DEFINING SERVICE-10 MINUTES

Facilitator Note:

The following provides an opportunity for Phikeias to discuss how they define service while also coming up with a consensus as a group.

Materials (if necessary) Defining Service

Before Facilitation Processing: (prior to facilitating the following, feel free to ask some of the following questions:

• How do you define service? • Do you believe there are different types of service? Why? What types exist? • In what ways has service shown up in your life?

Instructions: • Provide each Phikeia with the worksheet on Defining Service; see Appendix

“Defining Service.” • Because people define service in many different ways, on the sheet

represented are some examples of service. • Have each Phikeia individually look at the list of activities carefully. They should

place a “1” next to the action that most closely models their personal philosophy of service. They will then place a “2” next to the action that is the second closest to their philosophy of service, and so on until every action on the list has been ranked.

• Once everyone has their rankings completed move to the following processing below:


• Was it easy or difficult to rank the acts of service based off of your personal philosophy of service?

• Where has your definition of service come from? • What have been your most meaningful service experiences and why? • What role does service play in our organization? • Is it part of our obligation? If so, how? • Do our intentions for doing service make a difference? Why? For whom? • Per our previous conversation, how is service connected to rectitude?


ETHICAL DECISION MAKING-15 MINUTES OR BYSTANDER INTERVENTION – 30 MINUTES

Facilitator Note:

The following provides an opportunity for Phikeias discussing how part of understanding rectitude means understanding its relation to morally and ethically sound decisions.

Materials (if necessary) Ethical Decision Making (P60)

Before Facilitation Processing (prior to facilitating the following, feel free to ask some of the following questions):

• Rectitude is not just performing acts of service for others. It is making morally sound and ethical decisions. Based off of this, what are ethics (ethics relate to behaviors, actions, and specific decisions; are inherently social and often societally defined)?

• What is the difference between values and ethics (values relate to beliefs, ethics relate to specific behaviors)?

• What makes a decision ethical? How do you know if you are making a decision that it is an ethical one?

• What are social norms? How do they relate to our decision making process? Instructions:

• Provide each Phikeia with the worksheet on Ethical Decision Making; see Appendix “Ethics-How Do We Make Decisions?”

• Give the Phikeias a couple minutes to think (in silence) about a decision they will need to make in the near future. This can include any decision regardless of whether they think it is a “big” decision or not. (Note: It does not have to relate to their involvement in the fraternity, it can be any decision they have to make in the near future).

• Pair the Phikeias up with each other for approximately 10 minutes, have them share the decision they came up with that they have to make in the near future.

• Using the worksheet, have them answer the questions presented using the framework on the sheet to help them come to a conclusion for their ethical decision.


• Was it easy or difficult to come up with a decision you need to make in the near future?

• Using the 10 questions from the framework provided on the worksheet, were you able to come to a conclusion for your decision? Why or why not?

• What was it like to talk through your decision making process with one of your Phikeia brothers?

• Why is the manner in which we make decisions significant to our role as members of Phi Delta Theta?

• What do we need from one another in terms of making decisions? • What role do the values of our organization play in helping us make decisions?


Materials (if necessary) Bystander Intervention (P60)

Markers

Before Facilitation Processing: Prior to facilitating the following, feel free to ask some of the following questions: Instructions:

• As college men, we are sometimes in situations where we observe (or partake in behavior) that is not in alignment with the cardinal principle of rectitude. Have the Phikeias brainstorm a list of situations or behaviors that fit with this description? (Allow the men to provide some examples including (but not limited to): academic dishonesty, binge drinking, violent behavior, destruction, sexual assault, hazing, etc.).

• Once you have compiled this list, have the Phikeias (either in a large group or split up into small groups or dyads) compile a list as to reasons why they think in situations that warrant action what keeps good men from doing the right thing?

• Once a list has been compiled, have the Phikeias either share them or write them on a board or chart paper.

• Once they have done this, review the following five reasons why a person does not intervene and ask the Phikeias to provide examples where each of these may be applicable:

o Social Influence: When something thinks something is wrong, but doesn’t do anything to stop it because no one else did.

o Audience Inhibition: Fear that they will embarrass themselves if they take a stand.

o Diffusion of responsibility: Assumption that someone else will do something.

o Fear of retaliation: Concern that they will suffer physical or emotional harm by others for intervening.

o Pluralistic ignorance: Misjudging other people’s inactivity and outward behavior as a reflection of how they feel internally.

• Either have members of the Phikeia Education Board or invite active members of the chapter to come in to provide examples of situations in which taking action as a bystander has been successful as well as what suggestions you have for the Phikeias. (Please note: this can include creative strategies that have worked in the past). This would be a great time to weave in conversations surrounding alcohol usage and consent, and sexual misconduct.

• Introduce the STOP Model

Safety: If a Phikeia or Brother is in danger, act immediately and involve others. Find brothers who you know will be of assistance and/or call for campus safety/paramedics.

Talk: Explain your reasoning in a calm, controlled manner to your brothers. Avoid situations where you know the “reason” will not win out. (parties, when members are intoxicated, etc.)

Opposition: Know who is going to give you the most pushback and be prepared to discuss with them the reasoning behind your decisions. Utilize the brothers in your house that you know will be on your side. Target the members in the house that have the most influence.

Plan: Make sure you have a strategy in place. Particularly for significant change, ensure that you approach it a well-thought way. Do not introduce


anything major immediately without talking to others first and convincing them of the need for change.


• How does bystander intervention relate to the concept of rectitude? • How is bystander intervention related to both everyday activities

(socializing, being on campus) as well as larger aspects of the experience in the chapter?

• How do we ensure that we are active bystanders as members of the chapter to help protect our brothers, our organization and the people around us?

• Why is this important as members of Phi Delta Theta?

ACADEMIC, CO-CURRICULAR, & PERSONAL DEVELOPMENT ACTION PLAN: PARTS TWO & THREE -15 MINUTES

Facilitator Note:

The following provides an opportunity for Phikeias to spend some time discussing their co-curricular development and personal development plan that they have completed with one of their Phikeia peers.

Materials (if necessary) Development Action Plan Parts II & III

Instructions: • Have each Phikeia pair up. • Instruct the Phikeias to pull out their Academic, Co-Curricular & Personal

Development Action Plan that was distributed to them the week before and they should have completed Parts Two and Three for this week.

• In pairs, provide time for the Phikeia to review Part Two and Part Three of this plan with one another.

• After 10 minutes or so of discussion, bring it back to the larger group for discussion.

• After the discussion, make sure Phikeias turn their plans in to the Phikeia Education Board to make copies to keep on record (and then provide the originals back to the Phikeias).


• Variations to this portion of the meeting could include inviting active members of the chapter to have conversations about co-curricular development and personal development with the Phikeias hearing how the Phikeias responded to the questions in Parts Two and Three.

After Facilitation Processing (after the discussion has been completed feel free to ask the entire group the following questions):

• Last week we reviewed your academic plans; this week we talked about involvement and personal development goals, what is the purpose of the conversation this week?

• What did you all end up discussing with one another? • What was helpful about your discussions? • How does creating a plan for your involvement and personal development

relate to the Phi Delta Theta experience? • How does the Academic, Co-Curricular, and Personal Development plan

relate to “becoming the greatest version of yourself?” • How can you work towards achieving your goals? What do you need from

each other to do this?


PHIKEIA BUSINESS-20 MINUTES

Facilitator Note:


Suggestions for additional things to be done during this week include: • Reminders about Initiation dates and locations • Review semester progress and accomplishments • Administer Phikeia Education program evaluation (if applicable)

SUGGESTED SONG LESSON: SELECT ANY FROM THE FOLLOWING: PHI DELTA THETA FOR AYE, HAIL, HAIL, PHI DELTA THETA, THE GOOD SHIP PHI, PHI DELTA THETA: WE’LL ALWAYS BE TRUE (PHIKEIA MANUAL)

Facilitator Note:


ASSIGNMENTS/REMINDERS: Complete Next Module (if applicable) Read Phikeia Manual chapters associated with next module Any other additional reminders for the week

ADJOURN

REMINDERS FOR PHIKEIA EDUCATOR: Review the content and activities for next week and ensure that everything is planned for. Additionally, take a look at the Additional Suggested Activities and if interested in facilitating one of those activities, make sure to prepare materials or plan for the activity accordingly.

RECITUDE ADDITIONAL SUGGESTED ACTIVITIES-VARIOUS TIMES

Facilitator Note:


Materials (if necessary) Suggested Guest Speakers- Time Varies

The topic of Rectitude provides a great opportunity for the Phikeia to hear from various guest speakers that relate to the topic discussed during the week. Suggested guest speakers this week include the following:

• Risk Management Chairman-Speaking about his role for the chapter as well as how risk management relates to the cardinal principle of rectitude and how they are related. (P60)

• Warden/Members of the Judicial Board-Speaking about the judicial process for the chapter, why members are sent through the judicial process, how the judicial process relates to the cardinal principle of rectitude, how they are related, and how coming up with sanctions is related to committing to rectitude. (P60)

• Phi Delta Theta Alumnus-Speaking about how they have committed to rectitude in their Phi Delta Theta experience, but also after college in their life, career, etc.



• Staff Member from Women's Center, Counseling/Health Center on Campus-Speaking about campus sexual assault, consent, interpersonal violence, and bystander intervention and campus services related to supporting students related to this topic. (P60)

APPENDIX | i

APPENDIX

BROTHERHOOD INITIATIVES (Team builders, Energizers, Leadership

Development Exercises) (R)- Recommended Activity for Phikeia Retreat

Materials (if necessary) All Toss (Team builder)- 10 minutes

20 or more objects that can be thrown (depending on the group size)

Instructions: • Start with the group in a circle. • Number off by two’s (1 – 2, 1 – 2, etc.) • Have the 1’s go to the middle of the circle while the 2’s stand at the outside. • Give each of the 2’s an object to toss. • The goal of the group is for the inside people to catch all the objects that the

outside people toss. • Increase the challenge by adding objects to the outside group or having the

outside group move farther away.

Description: The following rules must be adhered to by the participants during the activity:

• All objects must be tossed at the same time. • All objects must be tossed at least 10 feet into the air. • All objects must be caught by the inside group or the entire group starts over.


• What worked well in this activity? • What was challenging? • How does this activity relate to the Phi Delta Theta experience? Your role as

Phikeias? • Did you make any other observations during this activity?

APPENDIX | ii

Materials (if necessary) Bobsleds (Energizer) -10 minutes

Instructions: • Have participants form groups of 4 (one or two groups of 5 is acceptable) and

stand in a single file line so that their hands are on the shoulders of the person in front of them. Inform them that they have just created a bobsled team. The goal of the energizer is to follow instructions as best as possible.

• In order to follow the instructions best as possible, Phikeias must know several commands which you will share with them:

• “Bobsleds Ready?”- All members of the team simultaneously say “huh” with gusto

• “Change”- Person in the front of the bobsled runs to the back and becomes last • “Switch”- Positons 2 and 3 in the bobsled line change places • “Rotate”- the entire team rotates 180 degrees so that the last person becomes

the 1st person • “Loose”- All participants must throw their hands in the air and run until they form

a new bobsled team of 4 or 5 people • Do a few practice rounds with the group and them inform them that it is time to

start racing. Techniques for Facilitation::

• Do some practice rounds with the group and then inform them that it is time to start racing.

• As the teams get better, yell out more commands and faster commands. After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions):

• What worked well in this activity? • What was challenging? • How does this activity relate to brotherhood?

• Did you make any other observations during this activity? Materials (if necessary) Campus Ropes Course Experience (Team builder)-Time Varies

Schedule a low ropes course during the second week (Module One) for the Phikeia. This will assist members of the Phikeia class getting to know one another as well as build trust within the group (additionally, feel free to include the entire active chapter in this experience if possible). This can be done by booking space and facilitators by contacting your respective university’s leadership programs office, campus recreation department, or by searching for “ropes or challenge course” on your university website. If you are unable to find a campus ropes course experience on your campus and would like to do one, contact your Greek Advisor for assistance on your campus.


Rec Center Event/Sporting Activity/Brotherhood (Team builder)-Time Varies

Work with your campus Recreation Center to schedule some sort of sporting event (or do it on your own on campus) for the entire chapter to participate in with the Phikeia. Examples can include flag football, rock-climbing, ultimate Frisbee, going hiking, dodge ball, basketball, volleyball, etc. If you are unable to make a connection with your campus Recreation Center to plan an activity you are looking to, contact your Greek Advisor for assistance on your campus.

APPENDIX | iii

Materials (if necessary) Chain Link (Team builder)- 20 minutes (R)

Construction Paper Cut into 2 x 5 inch strips Pens Transparent Tape

Instructions: Distribute the 2x5 inch strips to each Phikeia. Ask each Phikeia to write down his plans for future contributions to the fraternity. Ask the Phikeia to stand in a circle. The Phikeia Educator should start the activity by discussing the value of the

fraternity in our lives as well as the significance of each members’ contributions to the organizations by giving examples (attending meetings, holding officer positions, serving on committees, volunteering for tasks, serving as a positive public relations role-model for the chapter, etc.).

Start with any Phikeia in the circle and have them share what they wrote down on his slip of paper. When finished, he should be instructed to tape the two ends of the paper together to form a round paper link.

The Phikeia standing to his right should share his goals and contributions and then link his paper onto the previous member’s link.

Continue with this process until all the Phikeias have shared their plans and hopes for future contributions to the organization.

Once everyone has shared, a member of the Phikeia Education Board (or member of the active chapter) should ask the question of what happens when one person doesn’t follow through with their commitment, and using the analogy of a “weak link” in a strong chain discuss the importance of everyone maintaining a commitment to the chapter and their brothers.

After this point has been made, have everyone sit and proceed to the processing questions below.


This activity could provide an opportunity to include members of the active chapter. Ensure that unless a Phikeia is speaking that everyone else is silent and listening attentively to each person articulate the contributions they hope to make to the chapter. After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • What was this activity like for you all? • How easy was it to come up with your commitment? Difficult? • Do you believe the commitment you wrote down would be the same if we asked you

do this activity a few weeks ago? Why or why not? • How do we as brothers ensure that people are following through with their

commitments to the chapter? What does this look like? • What support do we need from one another? • Why do you believe we do this activity? How does it relate to what we’ve been

discussing in meetings recently? The overall Phi Delta Theta experience? **Adapted from the North-American Interfraternity Conference-“The Best of Brotherhood Building”.

APPENDIX | iv

Materials (if necessary) Chair Sit (Team builder)-5 minutes

Instructions: • This is a partner activity. • Start by standing with both feet together. • Next, stand toe to toe with a partner. • Each partner holds the other partner’s forearms. • When both people are ready, first lean back until arms are straight. • Next, sit down like you are in a chair without touching the ground with your back

side. • Finally, pull each other back up to a standing position.


• Have the Phikeia partner up a few times and attempt the task. • Have members of the Phikeia Education Board participate as well.


• What worked well in this activity? • What didn’t work well? • Was it different working with different people to accomplish the task? • Today we are going to talk about brotherhood and the cardinal principle

friendship. What connections (if any) can you make between this activity and those concepts?

Materials (if necessary) Knot in the Rope (Team builder)-10 minutes

One long rope (minimum of 20 feet)

Instructions: • Give the group a long rope. The necessary rope size will depend on the group size. • Tie a bandanna at approximate the middle of the rope. • Instruct the group to hold the rope with both hands. They may NOT let go at any time. • The group challenge is to tie a knot in the rope where the bandanna is located.

Techniques for Facilitation: • Phikeia Education Board members should stay back and watch the activity silently (if they

are not participating). • Ensure that not one member of the group (Phikeias) lets go of the rope at any time. • If a member lets go of the rope, make sure that the group starts all over from the

beginning. After Facilitation Processing: (after you have completed the activity, feel free to ask the following questions): • What was this activity like for you? • How would you define “success” in this activity? • Did you succeed in completing the task given to you? If so, what contributed to your

success? • If you did not succeed in completing the task given to you, what contributed to you not

achieving your goal? • How can you relate this activity to your Phi Delta Theta experience so far?

APPENDIX | v

Materials (if necessary) Chapter Connections (Team builder)-30 minutes

Ball of twine, yarn or thick string

Instructions: • Ask all the Phikeias to stand in a circle. • The individual facilitating should hold the ball of string in his hand and inform the

Phikeia that they will each share how they plan on contributing to the fraternity during their membership in Phi Delta Theta.

• After the facilitator has spoken, he will gentry toss the ball of yarn to another person while holding onto the end of the string.

• The next person who the ball of string was passed to should then express his goals for contributions, hold onto the string, and then pass it along to another brother.

• The string should be tightly held amongst the Phikeias. • When the entire Phikeia class has shared, the group will have a “web” of yarn in the

circle. • At this point, a member of the Phikeia Education Board should discuss why the

contributions of every individual is significant to the success of the chapter and how if one person doesn’t make contributions nor “hold up their end of the string” (metaphorically) the others will have to pick up the slack to ensure the success of the organization.

• As an example of what the facilitator is discussing, he should call on a few ( five or so depending on the size of the group) to drop their hold on the string.

• The web now becomes slack illustrating the work that will need to be picked up by other brothers.

• After this point has been made, have everyone sit and proceed to the processing questions below.


• Ensure that unless a Phikeia is speaking that everyone else is silent and listening attentively to each person articulate the contributions they hope to make to the chapter.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • What was this activity like for you all? • What were you thinking? Feeling? • How do we as brothers ensure that people are following through with their commitments

to the chapter? What does this look like? • How do we help and support each other? • What other thoughts do you have? **Adapted from the North-American Interfraternity Conference-“The Best of Brotherhood Building”.

Materials (if necessary) Etiquette Dinner (Leadership Development Exercise)-Time Varies

Contact a sorority on your campus to see if you can schedule an etiquette dinner either led by their House Mother or members of their chapter for your Phikeia and their new members or have active members attend as well. Have your own House Mom (if applicable) lead an Etiquette Dinner for the chapter and invite members of a sorority on campus over as well. Additionally, you can contact your campus Career Center or Career Services office to identify a facilitator who will assist with an Etiquette Dinner. If you’d like to do an Etiquette dinner, but are having trouble identifying someone to facilitate the dinner, contact your Greek Advisor for assistance on your campus.

APPENDIX | vi


Chapter Leadership Question & Answer Panel (Team builder)- 20-30 minutes

Index Cards (enough for at least one per Phikeia) Pens

Instructions: • Invite 4-5 members of the chapter leadership to the meeting to participate in the

activity. • Have each Phikeia write down a question that they have about the chapter or

the Phi Delta Theta experience that he wants to ask on their index card anonymously

• Collect all the cards and shuffle them. • Begin by reading the top card aloud and allow a member of the chapter

leadership on the panel to answer the question. • You may wish to allow a couple of minutes for another brother on the panel to

provide his response to the questions. • Continue the process until the majority of questions are asked.


• Make sure the questions asked are appropriate for the setting (ie. Don’t include revealing personal information about an individual, do not talk poorly about an individual) and relate the chapter and the Phi Delta Theta experience.

• After the activity, reiterate to the Phikeias that you encourage them to always feel like they can get their questions asked by the chapter leadership and or other active members.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • What was this like for you all? • Was it easy to come up with a question? Why or why not? • Did it make a difference for you that the questions were anonymous? • Did the answer provided to you answer your question well? • Why is open communication helpful to our organization? To the brotherhood? • Are there things you would still like to know? If so, how do you get your questions

answered?

Materials (if necessary) Commonalties (Team builder)-10 minutes

Instructions: • Divide the group of Phikeias into groups of approximately three people. • The goal is for the triad to identify as many things that they have in common within

one minute. For example, “We are all from the same state,” or “We all are Phikeias.” Those are two different things.

• With each thing in common, they yell together the number of items they have identified in common as a group. “We all go to college.” “One!” “We all like to watch sports.” “Two!”

• Play begins at the facilitator’s command and ends when the time is up. • Switch triads and feel free to play again.

Techniques for Facilitation: When providing instructions to the Phikeias, it is helpful to provide them with examples of things that they could identify as having in common. Additionally, it is helpful to do multiple rounds of this activity in order to have as many of the Phikeias get to talk with one another in this setting as possible.

APPENDIX | vii

After Facilitation Processing (after you have completed at a minimum, one round of this, feel free to ask some of the following questions):

• In what ways did this activity help you learn about each other? • Did anything surprise you about the things you identified as having in common with

your Phikeia brothers? • Did you make any other observations during this activity?

Materials (if necessary) Cross Toss (Team builder)-15 minutes

20 or more objects that can be thrown (depending on the group size)

Instructions: • Give each Phikeia one object that can be tossed and caught (i.e. ball, ring, etc…). • The “toss sequence” must be completed by all participants simultaneously. • If an object is dropped or not completed simultaneously, the team must start over. Description: • The objective is to have all participants complete the specified “toss sequence” without

dropping an object. • Toss Sequence Examples:

o Hand the object to the person to your right. o Hand the object to the person to your left. o Complete 2 handoffs – one to the left and one to the right. o Toss the object to the person to your right. o Toss the object to the person to your left. o Toss the object two people away from you to your right. o Toss the object to the person to your right and then to your left. o Make up your own toss sequence to challenge your group.

Techniques for Facilitation: • Start with an easy “toss sequence” and progressively get more difficult.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • What was this activity like for you all? • Was it easy or difficult? Why? • What skills or strategies were necessary to be successful in completing the “toss

sequence?” • Today we are going to talk about brotherhood and the cardinal principle friendship. What

connections (if any) can you make between this activity and those concepts?

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Create a Mission Statement (Team builder)- 25-45 minutes (R)

Instructions: • Begin by having a discussion with the Phikeia about what a mission statement

is: o Ask the men, what is a mission statement? o Why is a mission statement important?

It gives a clear direction It provides the gauge for decision-making (Is this in align with

our mission statement and what we are trying to accomplish?) It provides room for evaluation and improvement. (Is what we

are doing working and if not, in what ways are we falling short?) It is a unifying point. (When developed together, it gives

something for everyone to rally around and work toward.) o Explain to the men the components of what makes a good mission

statement. Should be brief (under 40 words) Should be clear and concise. Should have a clear audience. Should have a clear direction, but allow for some flexibility. Should have a formula that looks something like this:

• The mission of (organization) ___________ is to __________, ____________,and ___________ (three or four of your power words) [to, for with]__________________________ (core value or values) for the purpose of ______________________ (relate to main purpose - uniqueness etc.) by__________________________ (how will your do it? - uniqueness and special contributions)

• After this is all reviewed, the Phikeias should work to come up with a mission statement for their class on their own as it relates to what they have learned thus far in their experience in Phi Delta Theta.


• Prior to giving them the task, it is important to make sure your Phikeias understand the importance of a mission statement.

• Empower the Phikeias to really think about what they want out of their Phi Delta Theta experience and who their class is as a collective while developing this statement.


• What did you learn about each other from this activity? • Why did we do this activity? • What was this activity like for you all?

APPENDIX | ix

Materials (if necessary) Everybody Up (Team builder)-10 minutes

Instructions: • This begins as a partner activity, thus, have each Phikeia find a partner (if there

is an uneven number, have members of the Phikeia Education Board participate).

• Both people should sit on the ground facing one another. • Each person should bend their knees and connect toe-to-toe with their partner. • Next, each person reaches across and grabs the hands of their partner. • Finally, the pair should attempt to pull each other up using only the other

person’s support. • Continue to add people to the activity, going from a pair to four, to six , to eight,

ten, etc. until you have as many of the group as possible together in one group working to pull one another up.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • What was this activity like for you all? • Was it easy or difficult? Why? • What skills allowed you to be successful? • Was communication important? If so, why? • How does the concept of pulling one another up and supporting one another up

relate to what we are going to talk about today: friendship?


Expanded Values Card Sort (Leadership Development Exercise)-25-30 minutes

Description: • The following provides an opportunity for Phikeias to do more intensive values

clarification. • For this exercise it will be best for Phikeias to do this in a quiet place that will

allow them to have the opportunity to reflect on the outcome. • There are multiple parts to this exercise, read the instructions for each part

first, and then proceed to facilitate the processing and discussion questions below (again, for each part).

Instructions: • Part One:

o Phikeia will be given a worksheet and two sheets of values in boxes (See Appendix “Expanded Values Card Sort,” along with a few blank boxes for personal values not represented.

o For the first part of this exercise they should look through each value and separate the values into three categories (Always, Sometimes, Rarely). They will then write them in the boxes on the worksheet provided. They can free to add personal values that they added to the list.

o After this is completed, ask the facilitation processing questions below • Part Two:

o Next, have Phikeia take the list of values that they indicated they always value and pick out their top 5 values.

• Part Three:

APPENDIX | x

o After picking their top values have them reflect on the questions listed below.

After Facilitation Processing (after you have completed each section of the activity, feel free to ask some of the following questions): • Part One:

o Was this task easy or difficult? Why? o Was there anything, while doing this exercise that jumped out at you?

A value in a pile that you didn’t think would be there? o Do you think if you had done this exercise a couple years ago your

values would be separated differently? Why? • Part Two:

o Was this task easy or difficult? Why? o How did you narrow down your values to the top five selected? o Do you live these top five values on a daily basis? How?

• Part Three: o After selecting your number one value reflect on the following

questions: o Why is this important to you right now? o How do you live this value on a daily basis? o How can you live in congruence with this value and others? o After reflecting on the questions above, think about behaviors you

engage in everyday… How does your number one value play into the decisions you make?

o How can you use your number one value in the decision making process in the future? How do you believe your values are related to the Phi Delta Theta experience?

Materials (if necessary) Grand Prix (Team builder)-10 minutes

One long rope (approximately 50 ft.)

Instructions: • Tie a rope together forming a circle. • Instruct the group of Phikeias to stand in a circle holding the rope with both hands. • The knot is the starting point. This is the car in the race. • The goal of this challenge is to get the knot (car) around the track (through all the

Phikeias’ hands) as quickly as possible. • Everyone must hold the rope with both hands. • The knot must go through everyone’s hands to count. • Keep track of the time and challenge the team to improve their speed. Description: There are some variations that can be used in this activity that can include the following: • Have the team complete more than one lap. • Place a game ring around the rope and have the team move the ring instead of the

rope. • Have Phikeias turn their backs to the rope with their hands out back.

APPENDIX | xi

Techniques for Facilitation: • Provide the Phikeias with a specific challenge (including a specific time). After Facilitation Processing (after you have completed the activity, feel free to ask the following questions): • What was this exercise like for you? • What worked well in this activity? How does that relate to your experience as

Phikeias? As members of Phi Delta Theta? • Do you believe that you succeeded in completing the task given to you? If so, what

contributed to your success? • If you do not feel as if you succeeded in completing the task given to you, what

contributed to you not achieving your goal?

Materials (if necessary) Helium Stick (Team builder)-10 minutes

Tent Pole (or similar light, thin rod) or a helium stick

Instructions: • Line the team in two rows that face one another. If you have a larger group than

the length of the stick, break the group up into 5-10 people. • Introduce the helium stick (a long, thin rod). • Ask Phikeias to point their index fingers and hold their arms out. • Lay the helium stick down on their fingers. • Before you let go, get the group to adjust their finger heights until the helium

stick is horizontal and everyone’s index fingers are touching the stick. • Explain that the challenge is to lower the helium stick to the ground; however,

everyone’s fingers must be in contact with the helium stick at all times. Pinching or grabbing the pole/stick is not allowed as it must rest on top of fingers.

• Reiterate to the group that if anyone’s finger is caught not touching the helium stick, the group will have to restart the task at the level at which it began.

Techniques for Facilitation: • Due to the fact that it may appear that the Phikeias are succeeding too fast, pay

particular attention to ensuring that fingers are always touching the pole. • Ensure that participants lower the pole all the way onto the ground. • Variations to the activity can include the following:

o Adding washers to the end of each stick and explain that the washers cannot fall off during the exercise; otherwise the group has to start all over again.

o Use a hula hoop instead of a helium stick.


• What was the activity like for the group? • How did you feel during the activity? • What strategies did you find to be successful? What was not successful? • In what ways do you think the group could have improved? • How does this activity relate to our organization? What connections (if any) can

you make?

APPENDIX | xii

Materials (if necessary) I am… (Team builder)- 20 minutes (R)

Instructions: • Have the Phikeias go around in a circle and complete the following sentence

with an identity that they identify with: “I am _______”. • The Phikeia Education Board should start this off by saying, for example, “I

am… a brother” or “I am… a student”, • Make sure to reiterate that Phikeias do not need to share anything they do not

wish to, and it is up to them to share whatever they feel comfortable sharing with the group.

• You can go around the circle as many times as you feel comfortable doing as people disclose multiple identities they have.


• Have the Phikeia Education each share a few of the statements to role-model the activity for the Phikeias.

• Give the Phikeias the opportunity to take a few minutes to reflect on what they want to share before you start going around in a circle.


• What did you learn from this activity? • Why did we do this activity? • Why is this important to do as a group? • How does this relate to what it means to be a part of this brotherhood?

Materials (if necessary) Interview (Team builder)-10 minutes

Instructions: • Have Phikeias pair up and identify an interviewer and an interviewee. • The interviewer has three minutes to interview the interviewee by asking

questions to get to know the other person. • Once the three minutes is up, go around the group and have the interviewer

introduce the interviewee in one minute or less to the rest of the Phikeia class. • Feel free to switch roles and start the process again, asking individuals

questions who were not asked in the first round. Description: Some suggestions for questions that the Phikeias can use to interview their partner can include (but are not limited to) the following:

• Why did you join Phi Delta Theta? • What is your hometown? • What is your major? • What are your hobbies? • What have you been involved in outside of school? • What are your favorite sports? • What is one goal you have for yourself for your involvement in Phi Delta Theta? • In one word, describe your college experience. • Can you define your college experience so far?

APPENDIX | xiii

Techniques for Facilitation: Make sure that you are timing the “interviews” so that you are able to stay on task and on time. Try and make sure that the Phikeias are all talking during this time. If you notice a pair not talking, try to help them by asking questions. After Facilitation Processing (after you have completed at minimum of one round of this and the Phikeias have introduced each other to the group, feel free to ask some of the following questions):

• What ways did this activity help you learn about each other? • Did any of you learn something that surprised you about another person in this

group? • Did any of you learn something that you felt stood out to you about another

person in this group? • Why do you think we would choose to do an activity like this during the

beginning of the Phikeia semester?

Materials (if necessary) Life Maps (Team builder)-Time Varies (R)

Markers

Instructions: • Provide each Phikeia with a piece of chart paper (or a blank piece of

paper) and markers. • Tell the Phikeias that they will have 15-20 minutes to draw on the sheet of

paper they have been given. They should think about their life and major or significant events in their life that have helped shape who they are and/or helped them get to where they are at this point and time. Using the paper and the markers, they will spend some time creating a visual representation of those events.

• After 15-20 minutes has passed for drawing the “Life Maps” each Phikeia will have 2-3 minutes to share with the group.

Techniques for Facilitation: • Have members of the Phikeia Education Board participate as well, having

one member present first to demonstrate how to share and for how long. • Encourage Phikeias to listen attentively while each member is sharing as

it provides a unique opportunity for them to learn things beyond the surface level about their Phikeia brothers.


• What was this activity like for you all? • What did you learn about one another that perhaps you didn’t know prior? • What does this activity have to do with the Phi Delta Theta experience? • Why do you believe we took the time to have you participate in this

activity?

Materials (if necessary) Mine Field (Brotherhood Initiative)-10-20 minutes

One approximately 60-foot long

Instructions: • Rope off an area on the ground approximately 20 feet by 10 feet. • Fill the roped off area with numerous objects: balls, items, bags, etc. • Have the Phikeias partner up • One partner is blindfolded, the other can see.

APPENDIX | xiv

rope (for the boundary) 25 or more objects: domes, balls, bean bags, etc.

• The goal is for the person who can see to lead the blind person through the length of the “minefield”.

• Switch roles after going through the field. Description: The following rules must be adhered to by the participants during the activity:

• The leader may only use verbal communication to lead; no physical contact is permitted.

• If a blindfolded person touches a mine, then the pair must start from the beginning.

Techniques for Facilitation: • Give the group a time limit. • Variations to the activity can include the following: the leaders are not allowed

within the boundary rope, only allow nonverbal communication (claps, stomps, etc.), and reverse the challenge by having blindfolded members retrieve the objects, or touch specific objects in a given amount of time.


• What was that activity like for you all? What worked well? What did not work well?

• What observations did you make through the activity? About yourself? About the person “leading” you through the blindfold?

• How does this relate to Phi Delta Theta? How does it relate to being a Phikeia? • What are the tangible things you can take away from participating in this

activity?

Materials (if necessary) Let Me In-(Team builder)-15 minutes

Instructions: • Ask one Phikeia to volunteer and have him leave the room for a moment. • When he is gone (and not in hearing distance), instruct the rest of the chapter

members to form a circle and put their arms around each other, shoulder to shoulder. Let them know that their goal is to not let the other member in the group (unless he asks to be let into the group).

• Bring the Phikeia volunteer back into the room and let him know that he should try and use any method possible to get into the circle (while not hurting himself or other Phikeias). This usually results in the single volunteer attempting to push and shove his way into the group or tear apart the bonded arms.

• After a few minutes, ask everyone to take a seat leaving the Phikeia volunteer to stand for a few minutes. Ask the volunteer to share how he felt trying to get into the circle (expect answers such as frustrated, angry, tired, etc.).

• Then, ask the volunteer “Why didn’t you just ask your brothers to let you in?” After he answers, ask a second question “Why did you immediately assume you had to fight to get into the circle?”

Techniques for Facilitation: • During this activity, it is important to ensure that the volunteer does not attempt to

hurt himself or any other Phikeias while attempting the task provided.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • How does this activity relate to this group of Phikeias? To brotherhood? • How does it relate to our campus Greek Community?

APPENDIX | xv

• How does it related to our chapter? • How does this activity relate to chapter unity? • What thoughts do you have on this activity? **Adapted from the North-American Interfraternity Conference-“The Best of Brotherhood Building”.

Materials (if necessary) Name by Five (Team builder)-10 minutes Ball or similar object

Instructions: • Have the group form a circle. • Place a person standing in the middle of the circle with his eyes closed. • Have the group pass the ball or object around the circle. • When the middle person chooses, he yells, “Stop,” opens his eyes, and the person

holding the ball or object must answer a question about the History of Phi Delta Theta as asked by the middle person (based off of what they learned by reading the manual or in the online module).

• Immediately after the question is asked, the object is passed around the circle. The Phikeia answering the question has the time it takes the object to get around the circle to answer the question. If he cannot, he is in the middle. If he can, he stays put and the process begins again.

Description: The rules for the questions being asked should include the following: • It must be a question of facts. • The question must relate to the history of Phi Delta Theta • Also, the answerer can challenge the asker if he fails. If the asker cannot answer

the question, he remains in the middle. Techniques for Facilitation: When providing instructions to the Phikeias, it’s helpful to provide them with examples of questions that could be asked. For example: “Name the ‘Immortal Six, “or “Name the three fraternities that are part of the Miami Triad.”

After Facilitation Processing (after you have completed at minimum, one round of this, feel free to ask some of the following questions):

• In what ways did this activity help you recap what you learned about the history of our fraternity?

• Did you make any observations about the group during this activity?

Materials (if necessary) Pass the Stone-(Team builder)-10 minutes

One small stone, marble or coin for each group

Instructions: • Break the Phikeias up into two groups and have each group stand in a line facing

one another. • Provide each line with a stone (or other small object) that is to be passed (or

appeared to be passed) down the line. • Each person can pass the stone or just appear to pass it along. • Hands must be kept in front of the body.

APPENDIX | xvi

• Both lines should “pass” at the same time. • The Phikeias should be watching closely the other team and not their own to

determine if they can figure out where the stone/object stops. • When “passing” reaches the end of the lines, each group huddles for 30 seconds to

determine who has the stone/object. • The first person in line from each team presents the team’s choice and if they get it

correct they get a point. • After they have shared the team’s guess and it’s been determined whether or not

they get a point, they go to the end of the line. • Provide the team 30 seconds to once again huddle, but this time t determine a

“team strategy”. • This process repeats until everyone has a chance to lead the line. Description: This exercise requires concentration, communication, developing a strategy and careful observation. After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • What strategies did your team use in this activity? Do you feel as if they worked

well? • What didn’t work well in this activity? • How did your team determine the choice for who had the stone/object? • What could your team have done better to determine who had the stone on the

other team? • What is significant about this activity? How is it useful as a group of Phikeias? **Adapted from www.teampedia.net.

Materials (if necessary) Phi Delt Blog (Leadership Development Exercise)-20 minutes


Instructions:

• Have the Phikeias spend some time exploring Phi Delt Blog (http://phideltblog.com).

• Encourage them to read a few blog posts and afterward share what stood out to them about what they read as well as what they learned about Phi Delta Theta as an organization.

Techniques for Facilitation: • Some suggested posts to have the Phikeias read include the following:

o “What Does it Mean to Become the Greatest Version of Yourself:” http://phideltblog.com/2013/03/19/what-does-it-mean-to-become-the-greatest-version-of-yourself/

o “It Matters to Me That Neil Armstrong is a Phi:” http://phideltblog.com/2009/07/16/why-it-matters-to-me-that-neil-armstrong-is-a-phi/

o “Brotherhood: What I’ve Learned Through Loss:” http://phideltblog.com/2013/04/11/brotherhood-what-ive-learned-through-loss/

o “’Famous Phis’… The Term Depends on Who You Ask”: http://phideltblog.com/2010/03/02/%E2%80%9Cfamous-phis%E2%80%9D%E2%80%A6the-term-depends-on-who-you-ask%E2%80%A6/

http://www.teampedia.net/

http://phideltblog.com/

http://phideltblog.com/2013/03/19/what-does-it-mean-to-become-the-greatest-version-of-yourself/

http://phideltblog.com/2013/03/19/what-does-it-mean-to-become-the-greatest-version-of-yourself/

http://phideltblog.com/2009/07/16/why-it-matters-to-me-that-neil-armstrong-is-a-phi/

http://phideltblog.com/2009/07/16/why-it-matters-to-me-that-neil-armstrong-is-a-phi/

http://phideltblog.com/2013/04/11/brotherhood-what-ive-learned-through-loss/

http://phideltblog.com/2013/04/11/brotherhood-what-ive-learned-through-loss/

http://phideltblog.com/2010/03/02/%E2%80%9Cfamous-phis%E2%80%9D%E2%80%A6the-term-depends-on-who-you-ask%E2%80%A6/



APPENDIX | xvii

o “Iron Phi- Join the Brotherhood of Athletes:” http://phideltblog.com/2009/11/03/iron-phi-%E2%80%93-join-the-brotherhood-of-athletes/


• What stood out to you about the blogs you browsed? • What did you learn about Phi Delta Theta as an organization? • Did anything surprise you? • Did anything reaffirm anything you believed about our organization? • What do you hope to continue to learn about Phi Delta Theta?

Materials (if necessary) Pipeline (Team builder)-10-15 minutes

PVC pipe Small balls (marbles) or water Small bucket

Instructions: • Mark a starting point and an ending point. • Provide Phikeias with PVC pipe; you can choose to provide just the first few

with a piece of PVC pipe (5-10 pieces) and then they have to pass theirs off to someone else, or you can choose to have every Phikeia have their own piece of PVC pipe as part of the “pipeline system”.

• Once the team is ready to begin, place the ball(s) in the pipeline system. Description:

• The goal of this activity is to get the ball(s) from a starting point to an ending point and into a bucket.

• The following rules must be adhered to by the participants during the activity: o The ball(s) may not touch the ground and they must continue to move

forward. o If a ball touches the ground, stops moving, or moves backwards, the

team must start all over again.

Techniques for Facilitation: • Give the group a time limit. • Variations can include the following:

o Using water instead of balls. o Have the ending point be a small cup instead of a bucket. o Use several small cups or buckets for the ending point and require the

group to distribute the balls or water evenly. After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions):

• What was this activity like for you all? Easy? Difficult? Why? • What worked well in this activity? • What do you believe you could have done better through this brotherhood

initiative? • What skill was required in this activity, if any? • How did you all work together to accomplish a goal? Do you believe that you

succeeded? If so, how? If not, why not? • How does this activity relate to your experiences as a Phikeia? • Anything else you would like to share about participating in this activity?

http://phideltblog.com/2009/11/03/iron-phi-%E2%80%93-join-the-brotherhood-of-athletes/

http://phideltblog.com/2009/11/03/iron-phi-%E2%80%93-join-the-brotherhood-of-athletes/

APPENDIX | xviii

Materials (if necessary) Protector (Team builder, Energizer)-10 minutes

Foam Ball

Instructions: • The group should form a circle, and two people are chosen to stand in the

middle of the circle. • One of these people is designated as “It” and the other is “It’s Protector.” • The group’s goal is to hit “It” with a large foam ball below the knees. • However, It’s Protector is simultaneously attempting to keep the ball from hitting

It. • When “It” is finally hit, the group switches roles until everyone has had a chance

to play both roles. Description: This game is like dodge ball and should not be used unless there is a basic level of trust in the group. Techniques for Facilitation:

• This activity should be done outside or where there is ample space to move around.

• Members of the Phikeia Education Board should serve as referees for the activity and make sure that the game retains its control.

• Ensure that everyone has a chance to play both the roles of “It” and the “Protector”.

After Facilitation Processing (after you have completed the activity, feel free to ask the following questions)::

• In this activity, what is the role of “It”? • In this activity, what is the role if “It’s” Protector? • How do you think this activity relates to the concept of brotherhood? • How do you think this activity relates to Phi Delta Theta?

Materials (if necessary) The Best Thing… (Energizer)-10 minutes

Instructions: • Have each Phikeia go around and complete the following sentence: “The best

thing that happened to me this week was…” • Have every member of the Phikeia Education Board share as well.

Description: This energizer is mostly a check-in to see how everyone is doing this week as well as to explore what types of things the Phikeia are enjoying so far in their college experience.

Materials (if necessary) Trust-(Team builder)-15 minutes

Instructions: • Begin by stating the following: “I need volunteers to take part in an activity that

is potentially higher risk for participants; would anyone like to volunteer?” • If anyone asks any questions, the facilitator simply responds with “Just trust

me”. There is a chance that you will receive few volunteers. • Wait a few minutes and then state “You have just completed the exercise”.

APPENDIX | xix

Techniques for Facilitation: • During this activity, it is important to ensure that the facilitator keeps to the script

and only asks for volunteers and asks Phikeias to trust him.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following questions): • If anyone did volunteer, ask him or them to explain his reasons for offering himself

as a participant in what was stated to be a “high risk activity’. • What does trust mean? • How does one gain trust of another individual? • If we don’t trust another individual what causes us not to trust that individual? • What is the relationship between trust and brotherhood? • What does trust have to do with the fraternity experience? With brotherhood? With

what it means to be a member of Phi Delta Theta? • What thoughts do you have? **Adapted from the North-American Interfraternity Conference-“The Best of Brotherhood Building”.

Materials (if necessary) The Maze** (Leadership Development Exercise)-25 minutes (R)

Chalk Pre-Drawn Maze on a sidewalk, ground, etc. If you don’t use chalk, you can create the maze using duct tape or painters tape

Instructions: • There is a time limit of 15 minutes for this exercise. The rules are as follows: • In front of you is a maze – the group’s goal is to get through the maze without

making any mistakes. • The pathway out of the maze has been pre-determined and the Phikeia

Education Board are the only ones who know it. • The path is comprised of connecting boxes. • The whole Phikeia group must go through the maze one member at a time. • If anyone makes a mistake as they travel through the maze, the whole group

must start over. • When a mistake or mis-step (to be defined in a moment) occurs, participants

should leave the maze immediately via the path they used to enter the maze. • There is to be NO COMMUNICATING about movement to other Phikeia once

they are in the maze. This includes all formal and informal communication; verbal and non-verbal communication; and encouragement or clapping.

• Once a Phikeia enters the maze, there should be silence. • Once you have started in the maze, you cannot go back. • No maps can be used or created. You cannot make any markings on the maze. • The Phikeia must establish a batting order, and stick to it in accomplishing the

task. • You must remain behind the maze at all times. No sneaking/snaking up the

sides. • A MISSTEP is defined as follows: When any Phikeia fails to discover the next

“unknown” square in the pattern through the maze. There is no penalty for a misstep, but the member making the misstep must move to the back of the line.

• A MISTAKE is defined as follows: When any Phikeia steps into any maze square that is not part of the pattern that has already been learned by other chapter members. If a MISTAKE is made, the batting order must start over…including any team member who has already successfully completed the maze.

APPENDIX | xx

Description: • The following is the pre-determined path through the maze that the group will

need to discover. The team must follow the exact path without taking any shortcuts:

EXIT

X12 X11 X10 X9 X5 X6 X8 X4 X7 X3 X2 X1

ENTRANCE Techniques for Facilitating:

• Facilitators will need to keep track of the moves of the team through the maze in order to properly identify mistakes and missteps.

After Facilitation Processing (after you have completed the activity, feel free to ask some of the following question):

• How would you evaluate your team’s process as you carried out the activity? • What contributed to your success/hindered your success? • What were the most challenging aspects of this exercise? • How did you overcome these challenges? • How did you plan for success? • How did it feel when you were inside the maze versus waiting to enter? • At what point were you engaged or checked out and how did that impact both

you and the chapter? • How were you able to contribute if you were not the person in the maze? • Can the group connect the concept of mistakes and missteps of the fraternity

experience? • What’s the significance of the predetermined path? Do we have a pre-

determined path in our fraternity? • Who is holding us accountable for following the path? Ideally? In reality? • Did the Immortal Six, our founders, leave a complete map for us to use?

Explain. • Can any connections be drawn between this activity and the Phikeia new

member education process? • Are there other connections that can be made with this activity? • What significance can you as a Phikeia take from this activity?

**Adapted from the North-American Interfraternity Conference 2010 Undergraduate Interfraternity Institute - Facilitator Guide

APPENDIX | xxi

Materials (if necessary) Traffic Jam (Team builder, Energizer)-10 minutes

Blank piece of paper for each person, plus one additional piece for each group line (see instructions for details).

Instructions: • Divide the group into two, and then split each group into two teams (total of four teams). • Each team gathers in a single-file line, facing the opposing team with one piece of paper in

the middle, creating one extra space. • Read the teams the following rules:

o The object of the exercise is to cross over to the other side facing the same direction and in the same order you are in currently.

o The only people that may talk are the two fronts of the line (closest to the center), and the two backs of the line (furthest from the center).

o Only one person may move at a time, and it must be in a forward direction (no backtracking).

o Everyone must be on a square at all times. o You may not move forward if you will be standing directly behind one of your

teammates. o Opposing teammates may ‘jump’ each other to move forward, similar to Checkers. o If no one is able to move, the facilitator will yell ‘Traffic Jam’ and that group must

start over. o Teams may confer for two minutes after they start over (use the word team to see

if they either make a plan themselves, or confer with the opposing team as well. Watch carefully and take notes for processing later).

• Allow them two minutes to confer and then begin. • Try to allow enough time for them to finish. The sense of accomplishment is worth a lot

more than being exactly on time. Techniques for Facilitation: • Make any notes of challenges the groups face during the exercise to discuss or point out in

the processing. Groups must be even, so if there is an extra, ask for a volunteer to help monitor the exercise.

After Facilitation Processing (after you have completed the activity, feel free to ask the following questions):: • What worked well in this exercise? • What frustrated you most? • What was it like to be the person in the front of the line? • What was it like to be the person in the back of the line? • Did anyone mentally check out during the activity? If so, why? • How can we relate this exercise to communication within our chapter? Within the Phikeia

class? • Are there any other lessons you believe we can take away from this activity?

APPENDIX | xxii

Materials (if

necessary) Various Personality/Leadership Inventories (Leadership Development Exercise)-

Time Varies

Instructions: • Select from the following personality or leadership inventories for Phikeias to complete

either on their own or as a group per the instructions below (Please note: some of these inventories cost money and preparation so please see details for each individual one:

o True Colors-a model for understanding yourself and others based on your personality temperament. See Appendix “True Colors” for activity and facilitation guide.

o Leadership Compass-a tool for understanding how you approach work and how it can differ from others. See Appendix “Leadership Compass” for activity and facilitation guide.

o Strengthsfinder 2.0-a tool for understanding specific strengths an individual has and how those strengths can be applied in a variety of settings in our lives. http://www.strengthstest.com/strengths-tests.html (**Available for purchase online)

o Myers-Brigg Type Inventory- designed to measure psychological preferences in how people perceive the world and make decisions. A free version can be found online http://similarminds.com/jung.html. After completing the inventory have Phikeias view: http://www.celebritytypes.com/ to find people with their personality types to reflect on how they leveraged their characteristics to become successful or famous.

Description: Personality and leadership inventories can help Phikeias (and or active members) determine what leadership or personality style they possess and help them understand their leadership and personality style, including strengths, areas of improvement, preferred communication styles, patterns, what they need from others and what role they play in a group. Additionally, they can help a group understand what roles individuals play in the group and how the group can work together to accomplish common goals using a variety of strengths. After Facilitation Processing: (after having Phikeias complete the inventories follow the instructions for the facilitation online, ask some of the following questions):

• What did you learn about yourself by completing the inventory? • What did you learn to be some of your strengths? Areas in which you can improve? • What role do you play in a group? Specifically, what role do you believe you play in this

Phikeia group? • What do you need from others? What can others rely on you for? • Why do you believe personality or leadership inventories like this are helpful to your

own self-understanding? To understanding what role you play in the Phi Delta Theta experience and this brotherhood?

http://www.strengthstest.com/strengths-tests.html

http://en.wikipedia.org/wiki/Psychology

http://similarminds.com/jung.html

https://mail.colostate.edu/owa/redir.aspx?C=0_-YiaOevEaP78sV8ALnERW28RMgMdAIRF-VbE_Prgcjs64wN-GUhZbQYh5XBgnqF4Bi7UAC2gk.&URL=http%3a%2f%2fwww.celebritytypes.com%2f

APPENDIX | xxiii

Toward a Definition of Brotherhood What is brotherhood? I’ve often found that it’s a difficult concept to put into words. The dictionary just can’t seem to do it justice. A common answer I heard during recruitment was: “it’s just something you have to experience to understand.” I probably said that to recruits as well. As I’ve moved along in my fraternity journey, I think it’s becoming easier for me to define. Brotherhood is not as vague and intangible as it once was for me. At this point, if someone were to ask me to define brotherhood in the fraternity sense, this would be my reply: Brotherhood is the bonding of men of various backgrounds, beliefs, places, opinions and eras around a singular set of life-directing commitments. This is what allows me to share brotherhood with the men I graduated with, and with the men who graduated a century ago. It allows me to be a brother with someone I disagree with politically, religiously, or in any other way. Because instead of being based on personalities and friendship, brotherhood is based on shared commitments of values. A brotherhood is weak or strong based on the degree to which those commitments are made and maintained. A brother is a good brother if he follows the commitments and helps others follow them as well. How do I know if the recruitment chair’s claim of the “strongest brotherhood on campus” is true? Or even partially true? By how much the men know, stay true and hold each other true to those commitments. Brotherhood has to be maintained. Constantly. For the rest of your life. If you choose to stop adhering to the commitments you made, then you fall out of the brotherhood. You stop being a brother, even if you're wearing the letters or your name still appears in the directory. If a fraternity values togetherness and hanging out, then it is really valuing friendship. This is completely fine. Friendship is an attractive asset for a fraternity. It's also an attractive asset for a residence hall floor. Lot's of places can claim friendship. Brotherhood is not friendship, although it can create friendship. Brotherhood is a sacred privilege. It's not easy to maintain. I have a lot of friends in my life, but very few true fraternity brothers.

APPENDIX | xxiv

Brotherhood is unique enough that it is found sparingly. Of course, you find it in families. You also hear it in places where men fight wars together, or enter burning buildings together. Brotherhood is a term you sometimes hear in religion. Brotherhood in fraternity is like religion, but the stakes are not quite so high. There are oaths, obligations, and peer accountability. It’s just missing the whole afterlife thing. [although God might ask you how good of a brother you were] Why is brotherhood difficult to define? Because done right, it is extraordinary. There is a reason so many brothers stand up at each others' weddings. And eventually eulogize each other. Those moments are reserved for family, or those who might as well be. For those with whom we’ve forged a connection that’s deeper than just beers on Saturday nights, or Spring Break trips together. A connection born on the day we spoke the oaths that made us fraternity men together. Those oaths made us brothers. And for as long as we pledge to stay true to those oaths, and help each other stay true as well, brothers is what we’ll remain. I think at this point, that’s how I view brotherhood. From: http://fraternalthoughts.blogspot.com/2012/12/toward-definition-of-brotherhood.html

http://fraternalthoughts.blogspot.com/2012/12/toward-definition-of-brotherhood.html

APPENDIX | xxv

ACTIVING LEARNING TECHNIQUES Active learning is using multiple senses to engage and learn new concepts and ideas. Studies have shown that students who use active learning techniques learn more effectively (Bonwell & Eison, 1991).

Active learning techniques commonly used in college classes include:

Hands-on learning

Examples: Building projects with Legos, Lincoln Logs, physics experiments, planting trees

Sequencing information

Examples: Brainstorming, word lists, placing learning items in order

Making meaning of information

Examples: Tying content to students lives, experiences, family, etc..., Personal examples

Think critically at a deeper level

Examples: Working in groups to find deeper meaning, question the process

Role-play or acting out the learning

Examples: Acting out learning objectives, skits, mock situations

Case Studies, using problem solving techniques

Examples: Small group exercises, group discussion about a case, answer questions

Cooperative learning, by learning with others

Examples: Group activities, case studies, brainstorming, experiential learning

Learning by teaching

Examples: Student led projects, presentations, small group projects with presentations

APPENDIX | xxvi

TOP 10 SCIENCE OF LEARNING Greater understanding of our brain’s functioning, abilities, and limitations allows us to constantly improve our teaching skills and the productivity of our study sessions and working hours (and after-work hours).

With a different approach to the brain for you, this article originally published by OnlinePHDPrograms.com shares the 10 most significant breakthroughs that recent research has unveiled on the science of learning, giving you valuable insights on how to make the best use of your brain without wasting energy.

When it comes to human organs, none is quite so mysterious as the brain. For centuries, humans have had numerous misconceptions and misunderstandings about how the organ works, grows, and shapes our ability to learn and develop. While we still have a long way to go before we truly unravel all the mysteries the brain has to offer, scientists have been making some major breakthroughs that have gone a long way in explaining both how the brain functions and how we use it to organize, recall, and acquire new information. Here, we list just a few of the biggest and most impactful of these breakthroughs that have contributed to our understanding of the science of learning.

1. More information doesn’t mean more learning.

The brain is equipped to tackle a pretty hefty load of information and sensory input, but there is a point at which the brain becomes overwhelmed, an effect scientists call cognitive overload. While our brains do appreciate new and novel information, as we’ll discuss later, when there is too much of it we become overwhelmed as our minds simply can’t divide our attention between all the different elements vying for it. This term has become a major talking point in criticisms of multi-tasking and in the modern information-saturated online sphere, but the discovery of this cognitive phenomenon also has major implications for education. In order to reduce mental noise, teachers have had to take new approaches to presenting material, using techniques like chunking, focusing on past experiences, and eliminating non-essential elements to help students remember a large body of information.

2. The brain is a highly dynamic organ.

Until the past few decades, people believed that the connections between the neurons in your brain were fixed by the time you were a teenager, and perhaps even earlier. One of the biggest breakthroughs in understanding the science of learning happened when scientists began to realize that this just wasn’t the case. In fact, the brain’s wiring can change at any age and it can grow new neurons and adapt to new situations, though the rate at which this happens does slow with age. This phenomenon is called neuroplasticity, and it has had major ramifications in our understanding of how the brain works and how we can use that understanding to improve learning outcomes.

http://www.onlinephdprograms.com/

http://clive-shepherd.blogspot.com/2007/02/science-of-learning.html

http://www.infoq.com/articles/science-of-learning

APPENDIX | xxvii

3. Emotion influences the ability to learn.

The ability to learn, retain, and use information isn’t just based on our raw IQs. Over the past few decades it has become increasingly clear that how we feel and our overall emotional state can have a major impact on how well we can learn new things. Educational situations where students feel stressed, shamed, or just uncomfortable can actually make it more difficult for them to learn, increasing negative emotions and sparking a vicious cycle that may leave some individuals reluctant to engage. Research is revealing why, as the emotional part of the brain, the limbic system has the ability to open up or shut off access to learning and memory. When under stress or anxiety, the brain blocks access to higher processing and stops forming new connections, making it difficult or impossible to learn.

4. Mistakes are an essential part of learning.

Failure is a dirty word in most aspects of modern American society, but when it comes to the science of learning, research shows that they’re essential. A recent study found that students performed better in school and felt more confident when they were told that failure was a normal part of learning, bolstering a growing body of research that suggests much of the same. Much like it takes multiple tries to get the hang of riding a bike or completing an acrobatic feat, it can also take multiple tries to master an academic task. Neuroscience research suggests that the best way to learn something new isn’t to focus on mistakes but instead to concentrate on how to do a task correctly. Focusing on the error only reinforces the existing incorrect neural pathway, and will increase the chance that the mistake will be made again. A new pathway has to be built, which means abandoning the old one and letting go of that mistake. This idea has formed the basis for a growing debate about education in American schools, which many believe doesn’t allow students to embrace creativity and problem solving as they are too focused on memorization and test scores.

5. The brain needs novelty.

Turns out boredom really can kill you, or at least your will to pay attention and learn. Repetition may have its place in learning, but what the brain really craves is novelty. Researchers have found that novelty causes the dopamine system in the brain to become activated, sending the chemical throughout the brain. While we often regard dopamine as the “feel good” chemical, scientists have shown that it actually plays a much bigger role, encouraging feelings of motivation and prompting the brain to learn about these new and novel stimuli. This breakthrough has led to some major changes in how we think about learning, and has motivated many to embrace learning methods that cater to our brains’ need for new and different experiences.

http://www.greatschools.org/parenting/teaching-values/751-the-role-of-emotions-in-learning.gs

http://www.sciencedaily.com/releases/2012/03/120312101439.htm

http://www.nieman.harvard.edu/reports/article/102397/Novelty-and-Testing-When-the-Brain-Learns-and-Why-It-Forgets.aspx

http://www.edutopia.org/big-thinkers-judy-willis-neuroscience-learning-video

APPENDIX | xxviii

6. There are no learning styles.

What kind of learner are you? Chances are good that at some point during your educational career someone labeled you as a particular type of learner, either visual, auditory, or kinesthetic. This idea that there are distinct types of learners who learn best with certain assortment of stimuli has been showing up in education and brain science for decades, but recent studies have shown that this idea really doesn’t hold much water. Students may have preferences for how they learn, but when put to the test, students were found to have equivalent levels of learning regardless of how information is presented. Attention to the individual talents, preferences, and abilities of students, which helps to cater to the emotional and social needs of students and improves their ability to learn, is more important than styles (of which there have been 71 different models over the past few decades).

7. Brains operate on the “use it or lose it” principle.

There’s a reason that you forget how to speak a language or work out a trigonometry problem if you don’t use those skills on a regular basis. Information in the brain that isn’t used is often lost, as neural pathways are weakened over time. Research has found that the brain generates more cells than it needs, with those that receive both chemical and electrical stimuli surviving and the rest dying off. The brain has to receive regular stimulation through a given pathway in the brain to sustain those cells, which is why lifelong learning is so important to brain health.

8. Learning is social.

While some select individuals may learn well cloistered in a library with a stack of books, the majority of people need a social environment to maximize their learning. Research has found that from infancy on, people learn better through social cues, much more easily recalling and emulating the actions or words of another human. Aside from social cues, socialization has been shown to have other learning benefits. Peer collaboration offers students access to a diverse array of experiences and requires the use of nearly all the body’s senses, which in turn creates greater activation throughout the brain and enhances long-term memory. Group work, especially when it capitalizes on the strengths of its members, may be more beneficial than many realize.

9. Learning is best when innate abilities are capitalized on.

All of us, from the time we are born, possess innate abilities to see and hear patterns, something that psychologists doubted was true for decades but that we now know to be the case. Research suggests that reinforcing those innate capabilities by teaching patterns early on may actually help kids learn more and sharpen their brains. Aside from being able to see and hear patterns, the human mind has a number of innate abilities (the ability to learn a language, for instance) that when capitalized on in the right way, can help make learning any concept, even one that is abstract, much easier. Combining these innate abilities with structured practice, repetition, and training can help make new ideas and concepts “stick” and make more sense.

http://andrewsullivan.thedailybeast.com/2012/03/there-are-no-learning-styles.html

http://www.psychologicalscience.org/index.php/news/releases/learning-styles-debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-psychologists-say.html


http://www.nwp.org/cs/public/print/resource/3555

http://www.learningrx.com/cognitive-stages-for-child-development.htm

APPENDIX | xxix

10. Learning can change brain structure.

Brain structure and function are intertwined, and you can’t improve one without taking the other into consideration. Yet, in years past, most ideas about learning ignored ways that the brain’s structure itself could be modified, instead focusing on brain function or the brain’s output. The reality is that brain function can only be changed through changing brain structure, which is actually less complicated than it sounds. For example, brain cells fired up during both perception and action overlap in people, and lessons that engage both allow students to more easily identify with their educators and to learn concepts more quickly, as their brain cells are getting twice the attention and workout. In fact, any new information, if used enough, can modify the structure of the brain, something educators and neuroscientists are just starting to fully explore.

(Adapted from OnlinePHDPrograms.com)

http://www.sharpbrains.com/blog/2008/02/26/brain-plasticity-how-learning-changes-your-brain



http://www.onlinephdprograms.com/

APPENDIX | xxx

DEFINING SERVICE People define service in many different ways. Represented below are some examples of service. Study the list carefully. Place a “1” next to the action that most closely models your personal philosophy of service. Place a “2”next to the action that is the second closest to your philosophy of service, and so on, until you have ranked every item up to 15.

____Volunteering to read to elementary school students

____Joining the armed forces

____Providing dinner once a week at a homeless shelter

____Talking about a friend about a social issue that is important to you

____Working for a candidate in a location election

____Biking to school or work every day

____Donating money to a local charity

____Giving blood

____Adopting a child

____Voting

____Working as a state legislator

____Doing yard work for elderly individuals in the community

____Mentoring at-risk youth

____Picking up trash along a local hiking trail

____Sorting donations at Goodwill or a local thrift store

APPENDIX | xxxi

ETHICS: HOW DO WE MAKE DECISIONS? Ethics: The rules of conduct recognized in respect to a particular class of human actions or a particular group, culture, etc.; moral principles.” Nash’s Framework for Ethical Decision Making:

This handout will walk you through some things to think about while considering different options...

1) Are there morals or values associated with this decision—either yours or others’? What are they? * The situation in front of you may tug at you, making you think twice. Why?

2) What are the conflicts in the situation?

* Are there issues coming up that make you feel conflicted? Should there be?

3) Who does this decision affect?

* Think broadly, not just those immediately involved. Parents? Staff? Community?

4) What are some consequences which might result because of this decision? * What are the different things that could happen if you choose either way?

5) What are some other options available to you? * There’s rarely only one thing you can do. What else could you do?

6) What are important background beliefs to consider? * What are the beliefs or values to think about before making a decision?

7) What was your initial reaction?

* You probably had a snap judgment when the situation was presented to you. What was it?

8) If you were to act in “good character” what would you do? * What does “good character” mean to you? What is it worth?

9) What would your employer have you do? How will it reflect on them?

* You’re not the only one you can think about. You represent a whole other group. What would they think? What would they do?

10) What’s your final answer?

* After considering all of the above, what’s your choice? What will you do? Will you be okay with that decision tomorrow? In a year? In ten years?

**Loosely adapted from Nash’s Framework for Ethical Decision Making (1997)

APPENDIX | xxxii

EXPANDED VALUES CARD SORT You will be given two sheets of values in boxes, along with a few blank boxes for personal values not represented. For the first part of this exercise look through each value and separate the values into three categories (A, S, R). Write them in the boxes below. You can feel free to add personal values you added to one of the lists:

Always Valued 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11. 12. 13. 14. 15.

Sometimes Valued 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11. 12. 13. 14. 15.

Rarely Valued 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11. 12. 13. 14. 15.

Next take the list of values that you always value and pick out your top 5 values. After picking your top values reflect on the following questions:

My Top 5 Values:

For the final part of the exercise select your number 1 value out of your top 5.

My Number 1 Value

APPENDIX | xxxiii

INTEGRITY SERVICE TO OTHERS

MORAL RESPONSIBILITY &

FULFILMENT

A GREAT SENSE OF HUMOR

OPENNESS & HONESTY AMONG

PEOPLE

LONG AND HEALTHY LIFE PUNCTUALITY

UNLIMITED ACCESS TO MUSIC, ART,

THEATER & LITERATURE

GREAT PERSONAL ATTRACTIVENESS

SATISFYING RELATIONSHIP

WITH A SPOUSE / PARTNER

DEEP RELIGIOUS BELIEFS

FREEDOM TO TRAVEL

LIVING ACCORDING TO MY BELIEFS

JUSTICE AND EQUALITY IN THE

WORLD

SATISFYING FAMILY LIFE WITH CHILDREN

CONTRIBUTING TO THE BETTERMENT

OF THE WORLD

LEADING AND INFLUENCING

PEOPLE & POLITICS FLEXIBILITY TIME WITH NATURE PERSONAL FAME

AND FORTUNE

JOB SATISFACTION AND SUCCESS CREATIVITY RECOGNITION AND

FAME CLOSE AND LOYAL

FRIENDS

LIFE OF GREAT ROMANCE

SELF UNDERSTANDING PATRIOTISM ATHLETIC

EXCELLENCE

APPENDIX | xxxiv

BEING LIKED & APPRECIATED BY

OTHERS

LIFE OF GREAT ADVENTURE

ACADEMIC INTEGRITY

SATISFYING & COMPLETE

EDUCATION

COMMON SENSE AND & STREET

SMARTS

COLLABORATION & GROUP HARMONY

CULTURE / FAMILY BACKGROUND

RESPECT & OBEDIENCE FOR

AUTHORITY & ELDERS

PERSONAL RESPONSIBILITY TREND SETTER WISDOM &

HUMILITY GENIUS

INTELLIGENCE

THE PURSUIT OF KNOWLEDGE,

TRUTH, & UNDERSTANDING

TRADITION A LIFE OF LEISURE WORRY FREE LIFE

SATISFYING LOVE LIFE

FREEDOM OF LIFESTYLE & PERSONAL

INDEPENDENCE

A SENSE OF ORDER FINANCIAL SECURITY

A CAPACITY TO GIVE & RECEIVE LOVE

PERSONAL ACHIEVEMENT

POWER & AUTHORITY SOCIAL STATUS

CONFIDENCE AESTHETIC & BEAUTY

APPENDIX | xxxv

LEADERSHIP COMPASS

Summary: The Leadership Compass provides participants a tool for understanding how they approach work and how it can differ from others’. One key to effective leadership is to be flexible in your work style and receptive to others whose styles differ from your own.

Outcomes: Participants take away a deeper understanding and appreciation for each other’s work styles and approaches

Participants take away a deeper understanding of the need for a variety of work styles to make our organization function

Participants take away a deeper sense of team and teamwork

Participants take away a device and language to help work together better as a team and an organization

Duration: 60 minutes

Materials: Posters of the directions of the Leadership Compass

Handouts 1–4 Newsprint or large sheets of paper

Markers

Procedure: Warm Up:

Before starting, set up the room so that each corner represents a cardinal point (i.e., north, south, etc.). Small groups will gather in their specified corners.

Introduce the Leadership Compass. Like a directional compass, the Leadership Compass has four directions, or ways in which people approach work. Many of us work in all of the directions at different times. Many of us have a resting place where we tend to be most comfortable. It is important for participants to know their preferred leadership style and to be able to communicate and work with people with other styles.

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The Activity:

1. Give the participants an opportunity to read Handouts 1–4, which contain descriptions of the four leadership styles. (10 minutes)

2. Ask participants to think about the one that most applies to them. Use these questions to help determine:

What seems most comfortable? What is your tendency when under pressure? What is your first inclination when you get a new project? What feedback have you been given about yourself?

Rank order strongest to weakest.

3. After participants have decided where they fit best, have them form small groups in the corners of the room based on their preferred approach.

4. Based on their experiences, ask each group to answer the following questions on chart paper. Have the groups report out. What is really great about being your direction? What is really hard about being your direction? What is your direction’s greatest strength? What is your direction’s greatest weakness? What is your direction’s pet peeve? What pace does your direction keep?

5. Report back to the large group and share the answers.

6. Ask each direction to plan a vacation. Give them very few instructions except that they have 10 minutes to plan a vacation as a group. Give them chart paper to record the trip they are planning. Have each group present their vacation. Notice the differences in style.

1. What themes did you see emerge from the sharing? 2. Discuss balance and the need to have all directions to achieve it.

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Discussion of Going to Extremes Suggested time: 10 minutes

The purpose for this portion is to have people focus on how their style might be misunderstood, conflict with others, or be taken too far in a group dynamic. This should raise awareness of people for the "balancing" possibility of different styles.

• When you take your direction to an extreme or are inflexible with your style, what do you think the other directions are saying about working with you?

Debrief: • What have you learned? • What struck or surprised you? • How are you going to use this information? • At the beginning we said that this is a diversity exercise, now that we have completed the

exercise how is this a diversity exercise? • What concrete things might you do to develop more balance as a person or team? How has this

been a step in skill building for you?

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North: The “Get It Done” Person Approaches to Work/ Work Style: · Assertive, active, decisive · Likes to determine the course of events and to be in control of professional relationships · Enjoys challenges presented by difficult situations and people · Thinks in terms of the “bottom line” · Quick to act or make decisions; expresses urgency for others to take action · Perseveres, not stopped by hearing “No,” probes and presses to get at hidden resistances · Likes variety, novelty, new projects · Comfortable being "in front" · Values action-oriented phrases, “Do it now!”, or “I’ll do it”, “What’s the bottom line?” Overuse (Style Taken to Extreme): · Can easily overlook process and comprehensive strategic planning when driven by need to act and

to make decisions · Can get defensive, argue, may attempt to “out expert” others · Can lose patience, push for decisions too early, or avoid discussions to a significant extent · Can be autocratic, want things done his/her way, has difficulty being a team member · Sees things in terms of black and white, not much tolerance for ambiguity · Gets impulsive, disregards practical issues · Not heedful of others’ feelings, may be perceived as cold · Has trouble relinquishing control - finds it hard to delegate, thinks, “If I want something done right, I

have to do it myself!” Best Ways to Work with a North · Present your case quickly, clearly, and with enthusiasm and confidence · Let them know they will be involved – their payoff and their role · Focus on the “challenge” of the task. · Provide them with plenty of autonomy · Establish timelines and stick with them · Give them positive, public recognition · Use them to complete tasks that require motivation, persuasion, and initiative

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South: The Nurturer Approaches to Work/ Work Style: · Understands how people need to receive information in order to act on it · Integrates others' input when determining the direction of what’s happening · Value-driven regarding aspects of professional life · Uses professional relationships to accomplish tasks, interaction is a primary way of getting

things done · Supportive of colleagues and peers · Willing to trust others’ statements at face value · Feeling-based thoughts and actions; trusts own emotions and intuition; intuition regarded

as “truth” · Receptive to others' ideas, builds on others' ideas, team player, noncompetitive · Able to focus on the present · Values words like “right” and “fair” Overuse (Style Taken to Extreme): · Can lose focus on goals when believes that relationships or people’s needs are being

compromised · Has difficulty refusing requests · Internalizes difficulty and assumes blame · Prone to disappointment when others see relationships as secondary to tasks · Difficulty confronting or handling anger (own or others’); may be manipulated by emotions · Can over-compromise in order to avoid conflict · Immersed in the present; loses track of time; may not take action or see long-range view · Can become too focused on the process at the expense of accomplishing goals Best Ways to Work with a South · Remember process, attention to what is happening with the relationship between you · Justify your decisions around values and ethics · Appeal your relationship with this person and his or her other relationships · Listen hard and allow the expression of feelings and intuition in logical arguments · Be aware that this person may have a hard time saying “NO” and may be easily

steamrolled · Provide plenty of positive reassurance and likeability · Let the personal know you like them and appreciate them

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East: The Visionary Approaches to Work/ Work Style: · Visionary who sees the big picture · Generative and creative thinker, able to think outside the box · Very idea-oriented · Makes decisions by looking towards the future (insight/imagination) · Insight into mission and purpose · Looks for overarching themes and ideas · Adept at, and enjoys, problem solving · Likes to experiment and explore · Appreciates a lot of information · Values words like “option,” “possibility,” “imagine” Overuse (Style Taken to Extreme): · Can put too much emphasis on vision at the expense of action or details · Can lose focus on tasks · Poor follow-through on projects; can develop a reputation for a lack of dependability and

attention to detail · Not time-bound, may lose track of time · Tends to be highly enthusiastic early on, but then burns out over the long haul · May lose interest in projects that do not have a comprehensive vision · May become frustrated and overwhelmed when outcomes are not in concert with vision Best Ways to Work with an East · Show appreciation and enthusiasm for ideas · Listen and be patient during idea generation · Avoid criticizing or judging ideas · Allow and support divergent thinking · Provide a variety of tasks · Provide help and supervision to support detail and project follow through

APPENDIX | xli

West: The Analyst Approaches to Work/ Work Style: · Understands what information is needed to make decisions · Seen as practical, dependable and thorough in task situations · Provides planning and resources others · Moves carefully and follows procedures and guidelines · Uses data analysis and logic to make decisions · Weighs all sides of an issue, balanced · Introspective, self-analytical, critical thinker · Skilled at finding fatal flaws in an idea or project · Maximizes existing resources - gets the most out of what has been done in the past · Values word like “objective” and “analysis” Overuse (Style Taken to Extreme): · Can be bogged down by information, continues doing analysis at the expense of moving

forward · Can become stubborn and entrenched in a position · Can be indecisive, collect unnecessary data, become mired in details, “analysis paralysis” · May appear cold, withdrawn, with respect to others’ working styles · Tendency to remain on the sidelines, watchful, observing · Can become distanced from other people · May be seen as insensitive to others’ emotions · May be resistant to change Best Ways to Work with a West · Allow plenty of time for decision-making · Provide data – objective facts and figures that a West can trust · Don’t be put off by critical “NO” statements · Minimize the expression of emotion and use logic when possible · Appeal to tradition, a sense of history, and correct procedures

APPENDIX | xlii

Balancing for Success The Leadership Compass is a good tool to use to see where our “comfort zone” is in our leadership style. We recognize that we need all the points of the compass to be a leader and even our “comfort zone” is probably between two points.

The Leadership Compass is also a good tool to use when determining the success of any project. For each project you are working on, you can ask yourself the following questions:

Vision (East)

• What was the vision of what we wanted the project to look like? • How did we imagine and look at everything that was possible?

Relationships (South)

• How did people in the group relate to each other? • How did individuals identify with the group? • What did people feel about the project and their participation and contribution?

Process (West)

• How did we do the project? • What was our plan and how did we come up with it? • How as the project supervised and evaluated?

Results (North)

• How well did we complete the project? • Which success criteria of the project did we meet?

APPENDIX | xliii

5 MINUTES TO “GROUND YOUR WAY”

VALUES CLARIFICATION

This activity is a very quick version of helping students to identify and bring clarity to what their core values are or might be. The activity provides a basis for discussion with students about what is important to them and challenges them to think about their “gut” reactions to the choices and decisions they make and why. Many times students make snap decisions about circumstances or situations that impact them in many ways (many times with negative results).

Using a commonly constructed list of “personal values,” (see attached sheets) students have three minutes to select the 15 values that mean the most to them. After the first three minutes, students have one minute to narrow their list to 10 values. Finally, in the last minute, students narrow selection to their top 5 values. You can shorten or lengthen the time intervals as desired. Be sure to call time at each interval.

While this process certainly doesn’t define a student’s core values with the thoroughness required for such an important task, it provides the opportunity for students to experience and reflect via their intuition, those things they find fairly important. As facilitator, you can also lead a very effective conversation about how we define our values and how challenging that can be (regardless of how much time you have).

Following this activity, facilitators should lead a discussion as to why students chose the values they did. What was it like to have to quickly “toss” other important values to one side? How do one’s core values drive behavior on a daily basis? When does one choose to uphold their core values and what situations “encourage” or make it “easy” to lose hold of one’s values? How does this apply to leading others? How does this behavior apply to Modeling the Way?

If desired, an extended discussion period can ensue. Students will pair off and share each of their five top values. By working with a partner, the student sharing their values should begin to explain why each of the values they selected is important to them. Next, describe situations or circumstances that they find themselves really tuned in on the particular value and when they might find themselves exhibiting the values the least (or in contradictory ways). The point of this conversation is twofold.

First, students should begin bringing clarity to what their values actually mean to them. The listening partner will want to listen for statements and comments that are not very clear and help their partner find more clear ways to communicate what the value is and why it is important to them. Secondly, students can begin to see that the values that are most important to them are those which they will want to live in all dimensions of their lives, thus showing the importance of leading at all times and in all aspects and dimensions of their lives.

Adapted from © 2007-2009 by Gary M. Morgan. All rights reserved. May be used for educational and classroom purposes with proper citation. Provided at The Leadership Forum, 2009.

APPENDIX | xliv

5 Minutes to “Ground your Way”

Using a commonly known set of “values” below, begin to think about what “grounds” you as a person; as a leader. Now, you will identify the values that most guide your life.

You have three minutes to narrow this list to the 15 values that most define you; that are the most important to you. Time will be called.

Next, you have 1 minute to narrow your list of 15 values to 10 values. Time will be called. Finally, you have a last minute to narrow your list of 10 values to the 5 that are the very most important to you.

1. Accountability 2. Appreciation 3. Awareness 4. Balance 5. Calm 6. Change 7. Clarity 8. Collaboration 9. Commitment 10. Communication 11. Compassion 12. Competence 13. Congruency 14. Cooperation 15. Creativity 16. Curiosity 17. Decisiveness 18. Dependability 19. Determination 20. Efficiency 21. Enthusiasm 22. Excellence 23. Exploration 24. Fairness 25. Faith

26. Family 27. Generosity 28. Gratitude 29. Honesty 30. Humility 31. Humor 32. Influence 33. Inspiration 34. Integrity 35. Justice 36. Knowledge 37. Learning 38. Loyalty 39. Opportunity 40. Optimism 41. Passion 42. Perfection 43. Quality 44. Respect 45. Service 46. Sincerity 47. Strength 48. Teamwork 49. Trust 50. Wisdom

Adapted from © 2007-2009 by Gary M. Morgan. All rights reserved. May be used for educational and classroom purposes with proper citation. Provided at The Leadership Forum, 2009.

APPENDIX | xlv

PHIKEIA ACADEMIC, CO-CURRICULAR & PERSONAL DEVELOPMENT ACTION PLAN

Name: _________________________________Date: ___________________

Major: ________________________________Academic Advisor: _______________________

Academic Advisor Department: _________________________Academic Advisor Phone: ____________

Academic Advisor E-mail: __________________ Date of Last Meeting w/ Academic Advisor: __________

Section One: Academic Action Plan

1. In the space provided below construct by your curricular plan for next semester (courses you are planning on taking). Please list your courses along with the number of credits for each semester.

Example Format of Semester Plan

Health and Exercise Science Major- Spring

Course Title Credits

LSCC 102 Attributes of Living Systems 4 credits C CC 103 Chemistry in Context 3 credits C CC 104 Chemistry in Context Laboratory 1 credit COCC 150 College Composition 3 credits PYCC 100 General Psychology 3 credits Total Credits: 14 credits

Course Title Credits

APPENDIX | xlvi

2. List two academic goals you will achieve this semester

3. What are two strategies you will employ to achieve these goals (resources/support used, etc.)?

4. List two academic goals you will achieve next semester.

5. What are two strategies you will employ to achieve these goals?

APPENDIX | xlvii

Part Two: Co-Curricular Action Plan

6. List one service/volunteer opportunity you will participate in this year

7. List one leadership position on campus you plan to seek in the next three semesters:

Part Three: Personal Development Action Plan

8. Reflect on your personal skills and talents. What personal skills would you like to develop? What three strategies will you employ to develop these personal skills? What is your timeline for each strategy?

APPENDIX | xlviii

PHI DELT TRIVIA NIGHT

INTRODUCTION Phi Delt Trivia Night is a fun activity that can be used for Brothers and Phikeias. It is a way to showcase what the Phikeias have learned to the whole Chapter in a fun, positive way. Multiple Trivia Nights can be scheduled throughout the Phikeia Education experience, and, with some planning and creativity, the event can be made public for all audiences, or even a fundraiser.

PLANNING TRIVIA NIGHT Here is what you will need to plan in advance of Trivia Night:

1. Create a list of questions based on what the Phikeias have learned so far. a. Phi Delta Theta information b. Chapter Information c. Campus Information d. Personal Information about the Phikeias

2. Organize all questions by category for each round 3. Question types can include:

a. Multiple Choice b. Fill in the Blank c. Matching

4. Get prizes for first, second, and third place 5. Determine how many people will be on each team 6. For the first Trivia Night, make the teams in advance. Mix Big Brothers in with the teams as

well to get them involved. a. For subsequent Trivia Nights, you can keep the same teams, mix them up, or allow

people to recruit their own teams. 7. Reserve any needed space and make any necessary AV arrangements for microphones,

music, etc. 8. Create a master answer key 9. Purchase index cards for teams to write and submit answers 10. Print out Score Tally Sheet for the Trivia Host 11. Have a Brother volunteer as the Trivia Host 12. Create and Print a Phi Delt Trivia Night Script with Point Values for rounds, questions, etc. 13. Be sure to have golf pencils or pens for each table 14. Have songs selected to play for each question (you can even group the music in themes for

each night) 15. Determine the point values for each round

a. Suggested point values: i. Round 1 – 5 points for each question ii. Round 2 – 7 points for each question iii. Round 3 – 10 points for each question

APPENDIX | xlix

PHI DELT TRIVIA NIGHT SCORE SHEET

Team Name Score Position

APPENDIX | l

SAMPLE AGENDA FOR TRIVIA NIGHT I. Before opening Trivia Night

a. “Teams, please come up to the front to get your answer cards, pencils, and to give me your team names.”

b. We will begin in 5-10 minutes II. Welcome

a. “Welcome to Phi Delt Trivia Night...” III. Rules

a. “Here are the rules for tonight...” b. First, no cell phones. If your phones are out and we see them on during questions,

you’re team will be disqualified. c. On your answer cards, write the number I gave you for your team in the upper right

corner of each answer card. d. You will have 3 minutes for each question to submit your answers. e. I will repeat each question only once. f. Tonight we will have 3 rounds of 5 questions

i. Each question will be worth 5 points in the first round ii. 7 points in the second round iii. And 10 points in the third round iv. Each round of questions will be based on a category

g. At the end of each round, there will be a harder bonus question. Teams can wager up to

i. 10 points in the first round ii. 14 points in the second round iii. 20 points in the third round

h. If you get the bonus question wrong, the points you wagered will be deducted from your score.

i. The teams with the most points at the end of the night will win prizes for 1st, 2nd, and 3rd place.

j. Are there any questions about the rules? IV. Let’s get started! V. Round 1

a. Each question in this round is worth 5 points. When you have your answer, fold your notecard in half, and drop it in the bucket up here.

b. The category for Round 1 is: ___________ c. Question 1:

i. Read question 1 ii. Repeat question 1 iii. 1 minute warning for question 1 iv. 30 second warning for question 1

APPENDIX | li

v. Do a last call for answers vi. Read the question and then the answer for question1

d. Question 2: i. Read question 2 ii. Repeat question 2 iii. 1 minute warning for question 2 iv. 30 second warning for question 2 v. Do a last call for answers vi. Read the question and then the answer for question2

e. Continue same announcements and pattern for Questions 3, 4, and 5 f. “Now we’ll take a short break before the bonus question and we’ll tally your team

standings.” g. Tally all the points from the round on the Score Sheet and play one song h. “In first place with ____ points, (name of team)

i. Go through all teams i. For your bonus question, you can wager up to 10 points. Remember that if you

answer incorrectly, those points will be deducted from your team total. j. The category for your bonus question is: ____________ k. And here is your bonus question

i. Read bonus question 1 ii. Repeat bonus question 1 iii. 1 minute warning for question 1 iv. 30 second warning for question 1 v. Do a last call for answers vi. Read the question and then the answer for bonus question1

l. We’ll take one more short break to tally the team standings i. Play 1 song ii. Tally and adjust scores from the bonus question iii. Announce team standings

VI. Round 2 a. Each question in this round is worth 7 points. b. The category for Round 2 is: ___________ c. Question 1:

i. Read question 1 ii. Repeat question 1 iii. 1 minute warning for question 1 iv. 30 second warning for question 1 v. Do a last call for answers vi. Read the question and then the answer for question1

d. Follow same patterns for next questions VII. Follow same pattern for remaining rounds, and announce 3rd, 2nd, and 1st place at the end of

the night.

APPENDIX | lii

To the Parents of New Members of Phi Delta Theta:

It is our pleasure to welcome your son to the University of Alaska campus and especially into our house of Phi Delta Theta Fraternity. These men are about to embark upon one of the most important and rewarding experiences of their life. The active brothers of Phi Delta Theta take it as an honor and responsibility to be a part of this time.

Our goal as Phikeia Educators is to enhance the education and development of your son during their first semester here and throughout college. They will most certainly face challenges academically, socially, emotionally, and others here at the University. We are here as a fraternity to lend help during these times and provide guidance from members who have dealt with the same situations. We have adopted a zero tolerance hazing policy and alcohol free housing here at Phi Delta Theta. We take pride in these rules and understand their importance. Our fraternity will allow for a smooth adjustment to college life and augment their experience here.

The Phikeia Education program will focus on our fraternity’s three cardinal principles: friendship, sound learning, and moral rectitude. Each Monday night, the Phikeia class will meet and run a meeting. They will elect officers who have specific roles in the business of their pledge class. They will study the history and principles of our fraternity and take a test each Monday night. In addition, your son, along with the other Phikeias, will plan and execute a community service project and a house improvement undertaking. They also have the opportunity to participate in campus intramurals and will be encouraged to join a University organization or club. Furthermore, during the fall they will have a weekend Phikeia retreat as well as the opportunity to visit other Phi Delt chapters, most likely at a UA football away game.

One of the greatest assets our Fraternity offers is the opportunity for mentorship from the older members of our chapter. Personally, this was one of the best ways I adjusted to college life and made close friends for life. Your son will be paired with a Big Brother in the Fraternity who will mentor them through the fall, and throughout his college experience. This relationship offers help with classes, a smooth transition into college, a role model and friend, and the list goes on.

Alaska Alpha is committed to the development of our Phikeia because they are the future of our Fraternity. We do not haze because we believe we can build them to greater heights and mold them from the unique talents and personalities they offer. We take honor in producing the finest Fraternity men on the University of Alaska campus. Congratulations on your son taking this challenge and choosing to become among the elite at the University of Alaska. If you ever have any questions, please do not hesitate to contact the Phikeia Educator. We look forward to working with your son this fall!

Sincerely,

APPENDIX | liii

To the parents of (Phikeia’s name), My name is __________, and I have the honor of serving as your son’s Big Brother for the Phi Delta Theta Fraternity. We are very proud and excited that (Phikeia’s First Name) decided to join our Chapter and we look forward to contributing to his growth and development as a member of the University of Alaska community. As (Phikeia’s First Name)’s Big Brother, my job is to coach and mentor him during his transition to college and his pursuit of academic and professional endeavors. In addition, I will be a resource and adviser to him for anything related to the Fraternity. It is the goal of our Big Brother program to cultivate leaders on our campus and to prepare our men for life and success after college. Joining Phi Delta Theta was one of the best decisions in my college career, and I sincerely hope that your son will reflect on his experiences after graduation and come to the same conclusion. We hope that you will be able to visit us throughout your son’s time here at the University of Alaska, and take pride in the fact that (Phikeia’s first name)’s growth, development, well-being, and safety are at our utmost priorities. If you should have any questions about our education program, or if you find that (Phikeia’s first name) is having any difficulties in school or Fraternity, please do not hesitate to contact me. Sincerely, Full Name Chapter Email Address

APPENDIX | liv

SAMPLE PHIKEIA RETREAT Purpose:

The purpose of the Phikeia retreat is to lay the foundation for strong relationships within the Phikeia class and to demonstrate to the Phikeias the importance of the relationships that will be created during their time in Phi Delta Theta. The retreat should be held in an alcohol and substance-free environment, with the Phikeia Education Board present early on in the the Phikeia experience.

General Structure:

The retreat should be held during the second or third weekend of the Phikeia semester preferably at a location near or outside of the regular chapter location. The retreat can be an overnight trip, but does not need to be longer than one night. It is good to integrate the Board with Phikeia into events, but also important to give the Phikeias some time to bond without the Board present (This also allows time for the Phikeias to plan their own activities during this time). The retreat should be structured, but not over programmed. If possible, try to make the sleeping arrangements such that the Board and Phikeia are separate and work to mix up the Phikeia who they are closest with to challenge them to get to know others. In planning the retreat, the Phikeia Education Board can pick Brotherhood Initiatives from the Facilitator Guide and spread them throughout the retreat if wanted. Suggested options for brotherhood initiatives are listed with a “(R)” next to them in the appendix of the facilitator’s guide. Additionally, if necessary a weekly Phikeia meeting can be held during the retreat and integrated as a part of the retreat.

Sample Schedule of Events

Saturday

3-5:30 pm Arrive at location

5:30-6:30 pm Dinner

6:30-8:30 pm Settle in/free time (feel free to add something here)

8:30-10:30 pm Share Your Story (From Faciliator’s Guide)

10:30 pm - morning Mission Statement (From Faciliator’s Guide)

Sunday

7:30-9:30 am Breakfast

9:30-11:30 am Weekly Phikeia Meeting

11:30 am-12:00 pm Pack

12:00-1:00 pm Lunch

1:00-3:00 pm Active Brotherhood activity (Sports Games, Hike, Laser

Tag, Outdoor Ropes Course, etc.)

3:00 pm Drive back

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